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

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doing because it is such a normal part of communication. When we are talking with a friend andusing informal speech and then start speaking more formally when the boss walks by, we areengaging in “code-switching.” Research suggests that bilingual children are able to differentiatebetween their two languages at a very early age, even as young as age two (Lindholm & Padilla,1978; Meisel, 1987). Therefore, we can conclude that the use of two different languages, as wellas a range of social styles, merely makes a bilingual individual able to communicate in a widerrange of social contexts. Depending on the social situation and the community norms, bilingualcode-switching may be more or less prevalent. However, regardless of the frequency of codeswitching,it should not be taken as evidence that a child is “semilingual.”SummaryIn this chapter, the foundations for first and second language acquisition were reviewed. Centralconcepts in linguistic and child language were presented and discussed in terms of theirimplications for second language acquisition. The similarities and differences between first andsecond language acquisition were delineated. Three current theories of second languageacquisition, those developed by Krashen (1981), Wong Fillmore (1991a), and Cummins (1981)were summarized and their central tenets were compared with the research literature forfeasibility. In light of the information presented on linguistic fundamentals and first and secondlanguage acquisition, the four common fallacies which were presented at the beginning of thechapter were revisited. These were considered with regard to CLD students both with andwithout disabilities. The information presented in this chapter should allow the reader to makemore informed observations and assessment and intervention decisions regarding CLD studentsin the schools.© 2008 Dr. Catherine CollierAll Rights Reserved92
Article III.1 A Brief Description of Second LanguageAcquisitionBy Dr. Kathy Escamilla & Elizabeth GrassiFrom the Professional Development Resource Series, “SecondLanguage Acquisition”, BUENO Center, University of Colorado,Boulder (2000)This essay serves as a summary of several of the seminal theoriesof second language acquisition. It is meant to be used as asupplemental resource for those users who are looking for a moredetailed description of the theories mentioned throughout themodule. While the perspectives discussed here are theoretical innature, they are grounded in the needs of the classroom teacherwho is increasingly likely to be faced with growing numbers ofEnglish language learners in her classroom. Teachers of secondlanguage students are faced with many challenges and often havequestions about how to best teach these students. Common questions include:• How long does it take to learn a second language?• What do we know about second language learners?• What influences the learning of a second language?• What can I do in my classroom to facilitate the process of second language acquisition?• What should I expect the second language learners in my classroom to be able to do?This paper will address the above questions through an analysis of two second languageacquisition theories which have greatly influenced second language teaching today: NativistTheory, and Environmentalist Theory. Nativist theory explores the linguistic aspects of languageacquisition and provides an answer to the question of how people acquire a second language.However, this theory does not adequately address the environmental factors which can affectlanguage acquisition. Environmentalists suggest that social and psychological factors are equallyas important as linguistic factors in second language acquisition. This article provides a briefdescription of both theories and discusses the principal researchers within each camp and thecontributions they have made to the teaching and understanding of second language acquisition.Nativist TheoryThe term nativist “is derived from the fundamental assertion that language acquisition isinnately determined, that we are born with a built-in device of some kind that predisposes us tolanguage acquisition.” (Brown p.25). In 1965, Noam Chomsky, a linguist, proposed the theorythat all people have an innate, biological ability to acquire a language. He theorized that peoplepossess a Language Acquisition Device (LAD), a sort of neurological wiring that, regardless ofthe language to be acquired, allows a child to listen to a language, decipher the rules of thatlanguage, and begin creating with the language at a very young age. With the LAD they are ableto make or understand utterances that they have not previously heard. Their first language isacquired with no direct instruction, no practice, no drills and with no apparent difficulty.Chomsky suggests that, if provided with the correct input, the LAD predisposes all people to theacquisition of a second language in basically the same manner.© 2008 Dr. Catherine CollierAll Rights Reserved93
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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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Page 45 and 46: experiences of many groups of stude
Page 47 and 48: While not disagreeing that interpre
Page 49 and 50: 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
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Page 75 and 76: Each of the behaviors listed above
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Page 79 and 80: each point higher in SES, students
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Page 85 and 86: 1992, p. XI). These researchers, wh
Page 87 and 88: comprehend a word within a specific
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Page 99 and 100: As with all stages of BICS acquisit
Page 101 and 102: Assessment techniques at stage 3 ca
Page 103 and 104: different. Therefore, the social di
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
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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
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Page 137 and 138: Article IV.3 Culture Change: Effect
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Article V.1 Assessment in ESL & Bil
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vocabulary does the student lack?Is
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whether they are LEP and to provide
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Fourth, ESL and bilingual program s
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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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