Second Language Acquisition Approaches & Contextual Factors

Michelle SmithA. Z. Kelley Elementarycynthia.smith@mnps.org

Innatist Approach

• This Approach to Language Acquisition is closely associated with the work of Noam Chomsky.

• It says humans have an LAD (Language Acquisition Device) in their brain that aids in language learning.

• This approach influenced the idea of “Universal Grammar” – the idea that humans have an innate sense of grammar.

• It also says humans are able to identify when a sentence is grammatically incorrect without explicitly identifying the rules of grammar.

Innatist Approach continued…

• Innatism may help explain why humans have a hard time with Second Language Acquisition.

• Once an L1 is acquired, there are constraints placed on the learner.

• The learner may be limited in the language possibilities they may consider after acquiring the L1.

• Once the critical period expires, possibilities to consider are also limited and language acquisition is hindered.

Interactionist Approach

• This approach to Language Acquisition is closely associated with the work of Lev Vygotsky.

• In this approach, meaning and correctness are negotiated by the learner through interactions.

• Social aspects of language are involved in this approach. Social language will take priority if it is the only method by which basic needs can be met.

Interactionist Approach continued…

• Because interaction guides this approach, environment can cause problems.

• If a learner spends a limited amount of time in the language environment, acquisition will be limited.

• If interactions are with other non-native speakers or speakers without a firm grasp on grammar of the target language, the learner may learn an incorrect form of the language.

Age and SLA• Age plays a major role in Language Acquisition• The younger the learner, the better the chance of acquisition.• The Critical Age Hypothesis states that there is a limited

amount of time in which human can easily acquire a language.• Up until around the age of 12, language activity occurs in a

specific part of the brain. • After the critical age is reached, language activity occurs in a

separate part of the brain.• Once language activity begins in the new area

of the brain, ALL language acquisition (including L1) is hindered.

Contextual Factors and SLA• Other factors can influence Language Acquisition.

There are three categories, here is an example from each category:• Language – Some languages can be very similar or very different. Similarity

between languages can make learning easier, but can also create confusion. Languages that are very different can cause major confusion when students must learn new grammatical structures and writing systems.

• Learner – Each learner comes from a different home environment. Some homes are very supportive of learning a new language and provide ample opportunity for acquisition and practice. On the other hand, some learners have completely unsupportive home environments. While an unsupportive home environment can be a major roadblock, it does not make language acquisition impossible.

• Learning Process – Motivation can cause problems. Some learners are motivated to learn because they need to have their basic needs met. These learners may be more motivated. Other learners may be able to have their needs met through other means. In this case, these learners may not be as motivated.

Tips For Teachers

• Don’t think of contextual factors as a problem, think of them as a form of insight.

• If the L1 and L2 are very similar, use it to build bridges between languages.

• If they are very different, help them make connections by comparing and contrasting the languages.

• If a learner comes from a home environment without much target language support, use it as a way to come upwith creative ways to promote parental involvement.

• When students don’t have much motivation on their owntry to think of great ways to reward them within the classroom.

• Use these adaptations with all of your students; you may inspire more than just the student who inspired you!

In my room we all

• In my classroom full of very young learners, the Interactivist Approach works best.

• My students are all very ready for social interaction.• Any lesson that can be made into a social game

promotes language acquisition.• Once the “fun factor” appears, interest and motivation

skyrocket. The focus is no longer solely learning, it is now about having fun.

My thoughts…..

• As a huge fan of Vygotsky, I feel that the Interactivistapproach lines up very well with my general beliefs about education and more specifically with language acquisition.

• Students that are actively engaged in the learning process will flourish.

• The various language abilities of other students help provide scaffolding that is not solely teacher based.

• An active classroom is a thriving classroom.

Helpful Resources

• American Speech Hearing Association for information on SLA

• Stages of Second Language Acquisition• L1 and L2 Acquisition in Early Childhood• Differences Between L1 and L2 Acquisition• Brief Overview of Innatist Approach

References….

• Echevarria, J., Short, D. J., & Vogt, M. (2004). Making content comprehensible forenglish learners: The SIOP model (2nd ed.). White Plains, NY: Pearson Education.

• Beers, K. (2003). When kids can’t read: What teachers can do. Portsmouth, NH:Heinemann.

• Fromkin, V., Hyams, N., & Rodman, R. (2003). An introduction to language (7th

ed.). Boston, MA: Thomson Wadsworth.

• Richard-Amato, P. A. (2003) Making it happen: From interactive to participatorylanguage teaching (3rd ed.). White Plains, NY: Pearson Education.