Art Un ticle I.1 ited Sta In the ates News - Woodring College of ...

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environment such as too much instructional focus on error correction, pronunciation and form, ora humiliating learning situation where the child is forced to produce language before he/she isready. To ensure acquisition of the second language, it is important that the teacher maintain arelaxed and enjoyable learning environment.Checklist for Teachers implementing the “Affective Filter Hypothesis” in the ClassroomCreate a learning environment that is comfortable for all studentsAttempt to model the correct grammar form rather than explicitly correcting the student everytime a mistake occurs.Focus the majority of the lesson on meaningful communication and content area subjects.Acquisition vs. Learning HypothesisKrashen asserts that two separate systems underlay second language performance. The firstsystem is the acquisition system, which naturally occurs when a person receives plenty ofcomprehensible input, has a low affective filter, and the focus of the language lesson is oncommunication and meaningful use of the language. If these criteria are met, the language entersthe learner’s LAD and is acquired into the mind - a totally unconscious process. The advantageto acquiring a language is that the language becomes part of the linguistic system of the learnerand can be automatically used in conversations and communication with the target culture group.The learning system is activated when the learner is conscious of the language and is focused onthe form and rules of the language. Learning a language encourages the student to focus onediting and planning the language rather than communicating with the language. Learning occursmost often in a grammar-based, drill and practice type instructional setting. Although learning isan important aspect of second language acquisition, Krashen believes that in order to fully uselanguage in a communicative setting, the second language student must first acquire the languagebefore learning is introduced. Learning too early in the process will interrupt the acquisitionprocess and produce learners that focus on form and editing and are stilted in their ability tocommunicate fluently.While Krashen’s Monitor Theory offers numerous linguistic explanations for the acquisition of asecond language, it fails to completely address the social or psychological aspects of learning asecond language. These additional factors are important in second language learning. Too oftenteachers are faced with linguistically capable students whose feelings of alienation, fear orfrustration toward the target culture prevent them from acquiring high proficiency in the secondlanguage. The Environmentalist theory of second language acquisition specifically addresses theaffective aspects of second language learning.Environmentalist TheoryEnvironmentalists posit that environmental/outside influences over the learner play a substantialrole in acquisition of a second language. The principal environmentalist theory, Schumann’s“Acculturation Model,” suggests that a learner’s social and psychological distance from thetarget language group influences that individual’s ability to develop proficiency in the targetlanguage.Social distance refers to the social proximity of two cultures that come into contact with oneother. For example, the culture of Americans and Canadians are quite similar. Therefore, thesocial distance between them is minor. However, American and Mexican cultures are very© 2008 Dr. Catherine CollierAll Rights Reserved102
different. Therefore, the social distance between these two cultures is quite great. Schumann(1976) describes social distance as consisting of eight factors, described below, having positiveor negative effects on the acquisition of a second language.Positive Social FactorsSocial DominanceThe second language learner’s cultural groupfeels dominant or of equal status to the targetlanguage group.Integration PatternThe second language learner desires assimilationor acculturation into the target language group.CohesivenessThe second language learner’s cultural groupencourages ample contact with the targetlanguage group.EnclosureThe second language learner’s group requirescontact with the target language group to goabout daily life.SizeThe second language learner’s group is small andencourages inter-group relations.Cultural CongruenceThe target language group and the secondlanguage group are culturally congruent(similar).AttitudeThe attitude of the two groups toward oneanother is positive.Length of ResidenceThe second language learner intends to residewithin the target culture for an extended periodof time.Negative Social FactorsSocial DominanceThe second language learner’s group feelssubordinate to the target language group.Integration PatternThe second language learner desirespreservation of his/her own culturalidentity.CohesivenessThe second language learner’s group iscohesive and tends to discourage contactwith the target language group.EnclosureThe second language learner’s group has itsown churches, newspapers and leaders andis not dependent on the target culture fordaily living.SizeThe second language learner’s group islarge and tends to facilitate only intragrouprelations.Cultural CongruenceThe target language group and the secondlanguage group are incongruent(dissimilar).AttitudeThe attitude of the two groups toward oneanother is negative.Length of ResidenceThe second language learner only intendsto reside within the target culture for alimited period of time.Schumann hypothesizes that the greater number of negative social factors affecting a secondlanguage learner’s (SLL) relationship with the target language (TL) group, the more difficult itwill be for the second language learner to acquire the target language. For example, in a newculture, a SLL can face a number of social pressures:• alienation from the target culture because he/she feels subordinate to the TL group (- socialdominance),• encouragement only to associate with people from his/her culture ( - enclosure) ,© 2008 Dr. Catherine CollierAll Rights Reserved103
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"Those who arrive by age 12 or 13 m
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Article I.2 Are Signed Languages "R
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Biological analyses of the status o
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and beyond, speaking and signing ch
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Conclusion: Are Signed Languages Re
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Article I.3 The Interpreter: Has a
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A few weeks earlier, I had called F
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“We struggled even getting to the
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herself by strapping a cassette rec
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In 1998, after nine years as the ch
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momentary burst of excitement that
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can shape core grammar. Because the
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The authors compared animal and hum
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monkey moved. He followed it with h
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delight, fear, laughter, and surpri
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Piipaío in a hut: Pirahã huts typ
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LEP students, and equitable organiz
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4. Second language development crea
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curriculum or "teaching to the test
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portfolio work was scanned and stor
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experiences of many groups of stude
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While not disagreeing that interpre
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sound educational practice, however
Page 51 and 52: arises from the efforts to abstract
Page 53 and 54: Article II.2 Cross-Cultural Communi
Page 55 and 56: males who can serve as positive rol
Page 57 and 58: Understanding another culture is a
Page 59 and 60: Pets and AnimalsWhich animals are v
Page 61 and 62: to teach standard English is reflec
Page 63 and 64: Asking personal questions of a pers
Page 65 and 66: Using Cross Cultural Communication
Page 67 and 68: Why Do Nonstandard English-Speaking
Page 69 and 70: Before beginning to teach standard
Page 71 and 72: • Negative attitudes toward low p
Page 73 and 74: New standardized tests and assessme
Page 75 and 76: Each of the behaviors listed above
Page 77 and 78: Article II.3 Hard Work Hypothesis:
Page 79 and 80: each point higher in SES, students
Page 81 and 82: This case does not provide strong s
Page 83 and 84: Article II.4 Language Acquisition a
Page 85 and 86: 1992, p. XI). These researchers, wh
Page 87 and 88: comprehend a word within a specific
Page 89 and 90: more to the truthfulness of the chi
Page 91 and 92: This idea of “semilingualism” c
Page 93 and 94: Article III.1 A Brief Description o
Page 95 and 96: take different lengths of time to c
Page 97 and 98: example, should involve the same co
Page 99 and 100: As with all stages of BICS acquisit
Page 101: Assessment techniques at stage 3 ca
Page 105: integrative motivation. Basically,
Page 109 and 110: (Ellis, 1985; Hakuta, 1986). Howeve
Page 111 and 112: that sociocultural processes have o
Page 113 and 114: Article III.3 How Children Acquire
Page 115 and 116: phonetic units (unique to signed la
Page 117 and 118: Article III.4 Toward a Sociocultura
Page 119 and 120: emember is that the fundamental goa
Page 121 and 122: The best practices models can be th
Page 123 and 124: By focusing on the dialectic betwee
Page 125 and 126: intergenerational wisdom shared by
Page 127 and 128: Daily Realities RecappedThe above v
Page 129 and 130: traditions. At a time in our histor
Page 131 and 132: We will now look at two examples of
Page 133 and 134: Speakers communicate fluently, main
Page 135 and 136: question the effects of such attitu
Page 137 and 138: Article IV.3 Culture Change: Effect
Page 139 and 140: and psychological characteristics o
Page 141 and 142: Contraryto what wewere expecting, t
Page 143 and 144: Article V.1 Assessment in ESL & Bil
Page 145 and 146: vocabulary does the student lack?Is
Page 147 and 148: whether they are LEP and to provide
Page 149 and 150: Fourth, ESL and bilingual program s
Page 151 and 152: competent reader/writer. All versio
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Table 1Comparison of Recent Accultu
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unilinear model, which measures the
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an English-only instructional progr
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Article V.3 Assessment of English L
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8. Change answers only for a very g
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Riles, 1979; Jose P. v Ambac, 1983)
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proficiency is often underestimated
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Finally, when second language reade
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for their decisions, noting issues
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As mentioned above, when the transi
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ather than generic adjectives and t
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their imagined points of view. Ther
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English texts and demonstrate progr
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using inter-district teams). In the
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