Test 3 Chapter 10 Impact of 2nd Lang Acq & Biling Dev Flashcards
typical characteristics of second language acquisition and bilingualism are mistaken for symptoms of
Language Impairment
Many ELL students’ L1 is not maintained in school through bilingual education. As a result there is _________ in L1
Language Loss
language loss in L1
Thus, low test scores in both L1 and English
T/F When students are learning an L2, they make errors that reflect the influence of L1
True
If a Spanish-speaking child pointed to a picture and said, “look—I see the house green” (instead of “I see the green house”) this would be ______ from Spanish, not a sign of a clinically significant problem with ________
transfer
syntax
Transfer can occur in what system of language
syntax, morphology, phonology, semantics, pragmatics
What is an example of pragmatics in transfer?
Pragmatics: lack of eye-contact and lack of initiation
T/F Errors of transfer from L1 are signs of a communication disorder
FALSE it is NOT a sign of a communication disorder
it’s just – just a difference.
The silent period occurs when?
In the early stages of learning an L2, most students focus on comprehension and do very little speaking
At what age does the silent period occur the longest?
The younger the student, the longer the silent period usually lasts
Students introduced to L2 during the preschool years may speak very little in L1 or in L2 for more than _________ year
one year
Interlanguage is what?
System that has structurally intermediate status between L1 and L2
Student is approximating L2
T/F Errors are inconsistent in interlanguage
True
What is codeswitching?
Alternating between two languages within a single phrase, sentence, or discourse
Bilingual children commonly use this strategy
Normal communication behavior
T/F Codeswitching is used by multilingual adults and children around the world
True
What is avoidance?
Students will avoid communicating in L2 for fear of being laughed at or made fun of
They may be self-conscious about their accent, use of English grammatical structures, and people asking “Where are you from?” (especially older learners)
What is Formulaic Language ?
Children use this to give the impression that they speak the L2 well – that increases their opportunities to converse in L2
What are sociocultural variables?
- Socioeconomic status
- Cultural styles
What are the Affective Variables that impact Second Language Acquisition?
- Motivation
- Personality
- Self-esteem
What difficulty do low SES children have ?
low-income children have difficulty with knowledge-based tests
provide an example of cultural styles that can influence therapy.
reduced eye contact with adults, or being silent in the presence of an adult
what are the two parts of motivaton?
Instrumental & Integrative
Explain instrumental–as part of motivation
learning a language just for a specific purpose
Explain integrative–as part of motivation
learning a language to integrate with the community
What kind of personality helps kids learn conversational L2 faster?
extroverted kids learn conversational L2 faster than introverted kids
How does self-esteem impact language development ?
a kid with low self-esteem will not learn a language as quickly than a kid with high self-esteem
What is simultaneous acquisition?
Simultaneous acquisition occurs when a child is exposed to 2 languages from infancy in natural situations
T/F In simultaneous acquisition interference between L1 and L2 is maximal
False it has minimal impact on L1 and L2
________ is the ideal time for a child to be exposed to 2+ languages
early infancy
Explain sequential acquisition
Child is exposed to L1 during infancy, and learns L2 at a later time
What are sequential learners?
they have greater diversity in rates and stages of acquisition (learning this way is more difficult)
If L2 is introduced sequentially before a strong L1 foundation has been established (e.g., 6-8 years of age), L1 development may be _________ while L2 is being learned
arrested or even regress while L2 is being learned
T/F These students, for a while, achieve low test scores in both L1 and L2—this can cause them to appear LI when they are not
True
__________ children who learn English in a sequential manner are especially vulnerable to this situation
preschool
Name the 4 Stages of Second Language Acquisition in Sequential Learners
Stage 1—preproduction
Stage 2—early production
Stage 3—Speech Emergence
Stage 4: Intermediate Fluency
Explain Stage 1—preproduction
- 10 hours – 6 mos. English exposure
- Beginning to comprehend second language during the silent period
- Beginning to communicate – gestuers, body language, pointing
Explain Stage 2—early production:
- 3 mos.-1 year English exposure
- 1-2 word verbal responses
- Answers simple yes-no, wh-questions
- Uses routines and formulas
Explain Stage 3—Speech Emergence
- 1-3 years English exposure
- Using phrases and sentences
- Answers “why” and “how”?s
- More sophisticated - Understands a lot, expresses effectively in simple sentences; some grammatical errors
Explain Stage 4: Intermediate Fluency
- 3-4 yrs exposure to English
- Beginning to develop solid academic English
- Engages in extended discourse
- Writes essays, critiques and analyzes information
What are the second Language Learning Styles and Strategies?
- Avoidance
- Use of routines and formulas
- Practice opportunities
- Modeling
Explain what separate underlying proficiency (SUP) means?
this model holds that L1 and L2 proficiencies are totally separate, and building skills in one language will not help the other language
Believers of SUP try to eradicate students’ L1 through placing these students in ________
“sink or swim” all-English classrooms and telling parents to “speak only English at home”
Cummins (1992, 2000) promoted the CUP model, which states:
“…the literacy-related aspects of a bilingual’s proficiency in L1 and L2 are seen as common or interdependent across languages…experience with either language can promote development of the proficiency underlying both languages, given adequate motivation and exposure to both either in school or in the wider environment”
According to the theory of Common Underlying Proficiency
- Building up one language positively affects the development of the other language
- Parents need to speak to their child in the language in which they are most comfortable
What are the practical Implications of CUP ?
-Build up L1 skills (the stronger the L1 the better)
-The stronger the student’s L1 foundation, the more easily she will learn concepts in English
Additive bilingualism—academic success
T/F older learners with a solid L1 foundation perform quite well academically
Because their solid L1 foundation supports the learning of English and academic content
T/F many of our ELL students experience limited bilingualism
True
What are the consequences of our ELL students experiencing limited bilingualism?
These students do not receive L1 support, and they try to learn L2 (English) with a foundation that is not fully developed
These students experience negative cognitive effects and frequent academic failure
They can appear to be “language impaired,” when in reality, they are merely not strong in either L1 or English
We can distinguish between two types of language fluency, what are they?
CILF and FALF
When conducting assessments of ELLs for the possible presence of a language impairment, it is extremely important to understand what two things?
a) what type of language proficiency we are assessing, and
b) if our expectations are reasonable given the student’s length of exposure to English
What does CILF stand for?
Conversational Informal Language Fluency
Explain CILF
- “Picked up” relatively quickly and easily from environment
- Oral language fluency that facilitates social interaction in daily life
- Context-embedded, shared reality between speakers
T/F CILF There is no contextual support for the interaction
FALSE there is contextual support
In the YouTube video of Jovany what happens?
Jovany and Christopher interact about Christopher’s device
Christopher uses English CILF (and some codeswitching between Spanish and English)
Note the informal nature of the conversation and the shared reality
What does FALF stand for?
Formal Academic Language Fluency
Explain FALF
- Oral and written language
- Gained through formal schooling
- Taught explicitly in academic settings
- Little context or shared reality between communicators
- Abstract, used in formal communication contexts
T/F For some ELLs FALF can take much longer to develop than CILF
True
However, If an ELL is _______, FALF can develop more quickly
proficient and literate in her first language
if an ELL is from a low-income background and has no literacy skills in the first language, there can be _________, where CILF develops much faster
a gap between CILF and FALF development
When we extrapolate from CILF to FALF we can create deficits in students—they may be erroneously ID as _________
LI (we make it worse if we say CILF are FALF)
There’s a huge gap and they fall through the cracks because no one is helping them
T/F Students who have adequate CILF may still need more time to develop FALF
True, Just because they can hold a convo does not mean they can do a science project
T/F Many English language proficiency tests assess just CILF
True
Because many English language proficiency tests assess just CILF—-A problem with this is that when a CILF-oriented proficiency test labels an ELL student as “Fully English Proficient,” professionals assume that the student is ________
the student is ready to handle FALF-oriented tests in English
Proficient in CILF but not FALF
These can include statewide school achievement tests, speech-language and psychological tests, etc
The gap between the student’s CILF and FALF performance may lead to erroneous ______ placement
Special education
T/F American attitudes have embraced bilingualism
False, they have NOT embraced bilingualism
What is the Monolingual norm assumption/limited capacity hypothesis (only in the U.S.)
?
Limited capacity hypothesis = Limited capacity to learn language
T/F Comprehensible output is more important
False comprehensible input
Explain the impact of power differential
Some languages—more political and $$ power than others
CH quickly figure this out!
Give examples of power differential
U.S.: Spanish < English
Holland: Turkish < Dutch
Philippines: Odionganon <Tagalog
what is the Ideal Bilingual Education Situation?
- There is a minimum 6 years of bilingual instruction
- In K and 1st grade, 90% primary language and 10% English instruction
- 50% + 50% English and primary language by grade 6
- Leads to additive bilingualism
What is subtractive bilingualism?
Subtractive bilingualism common in U.S. schools
- Student’s L1 is not nurtured or supported
- It is replaced by L2; language loss in L1
- Academic failure—student not strong in either language
What is additive bilingualism ?
the ideal situation, where the student’s L1 is nurtured and developed along with L2
T/F Research shows that additive bilingualism has great cognitive and linguistic benefits
True
Research in Canada…(Bialystok & colleagues) showed that in elderly adults, being bilingual actually postpones onset of
dementia for 4-5 years
Elderly bilingual brain increase sophisticated and physiologically complex than monolingual brain
Neuropsychologist Tamar Gollan at UC San Diego studied what population and found what results?
- Studied 44 elderly Spanish-English bilinguals
- Individuals with increase degree of bilingualism were more resistant than other to onset of dementia and other symptoms of Alzheimers
- The higher degree of bilingualism, the later the age of onset
What are other benefits of being bilingual?
Bilingualism –> greater employment opportunities
Children: ethnic pride, cultural tradition, ability to communicate with non-English speaking family members
When we account for second language acquisition phenomena what can we avoid?
We make many fewer misdiagnoses
We avoid mislabeling typically-developing ELL students as having language impairments
We honor our students’ linguistic and cultural identities as they engage in the challenging and rewarding process of becoming successful, and hopefully proficient bilingual contributors to our society.
