I was glad to see a list of knowledge that our students must meet when learning their second language though it may never be meet. I can see from looking at that list why I as a student who tried to learn a second language had a hard time. I was and still am not great with syntax and lexicon. I do wonder is it that or did I hit my limit of learning am I at my limit? Or could it be that I was never taught were to place my tongue when learning. I sounded like the book said foreign and I felt silly when I tried. It would be good to try again and another benefit would be that it would help with my memory. Also what I like most about learning another language is that you can experience the work thought more than one perspective. I would love to do that. I do still think it would also be great to have chart of the patterns that will be difficult to learn and I know that they might meet that stage at different times but having something to explain why they have problems explains a lot for me. I feel that I could better help my students. I also have to keep in mind that with some of the errors but we want to try to make them more positive and not as bad habits. We need to teach and have them apply what we learn they just can’t imitate what we do. I would love to see a bilingual teacher teach the primary grades. I have never done that and I would be interested to see what they do when it comes to teaching the language. There are so many different takes on what is the right way. I do wonder to they follow the stages of teaching from nonverbal to complex construction. I think I want to check out a classroom next year. I also wonder if they help eliminate errors in small group setting or as a whole class. Do they work in small groups as a whole or do whole group teaching. I think I could really learn from them and take it back to my own students. I know that even though they have exited they still have skills to work on. Another point that I liked to read about is what we often talk about in the lunch room, but had nothing to back it up with. I have always wondered why some develop quicker than others? After reading the chapters most of the points that me made are true. From sex, age, and motivation were the key points that we always said. It was also good to see that it is it also goes with cognitive style, personality, and aptitude. We also did wonder that once the students were in fifth and sixth grade why it is mostly boys. I feel the book is right when it comes to the sex and even motivation. As I think about it my bilingual students are some of my most social students. It might be part of the reason they do so well. I would like to see this change in the future there has to be a way to help our students in all these ways. Maybe we can’t just follow a set program but add a mixture of materials so we hit all the students’ needs. I know I should be careful with what I say since I am not totally sure what they do.
I guess I’m confused somewhat with the idea in Ch. 3 of Saville-Troike that while L1 learners automatically learn the complex knowledge and skills as a child, but a comparable level at L2 is seldom achieved. Are they suggesting that L2 doesn’t come as naturally as L1? I get that. So we agree that there will be complexities in sifting through phonology, morphology, and syntax in order to master a second language. After each reading I come away with a deeper appreciation for what my L1 learners can do and will try to incorporate more sensitivity in helping them to navigate the complexities of acquiring the phonology, morphology, and syntax of the English language. ML
I learned that all languages go through the same basic stages of language development. It is at what stage that a L1 learner is at when they begin to learn their second language that makes a difference in their development of that language. Many L1 learners begin by naturally repeating what is said and repeating it back, but what happens when they go from oral language to written language? I see many of students at different stages in their language acquisition. I like the section on error analysis. It made me think of what errors my students make when they are writing. This helped me understand on the development of their language leaning. I agree to the comment of what Mark mention that I too come across a better understanding of my L2 learners of what they are trying to achieve in the English language. The process that is required to take place for SLA to happen becomes over whelming. I have a better appreciation for those who acquired a second language and how important it is to get a student early enough in the language development for the transfer of language to become positive and meaningful.
As I read through the linguistics of second language acquisitions, I was overwhelmed with all of the different approaches to how a person develops a second language. Each approach does answer the 3 basic questions of what, how and why, yet each has a different explanation. As stated in the book, we need to view the process through more than one lens. With that being said, I see a child having an innate ability to learn L1, and feel that they build off of this knowledge when developing a L2, that there are principles and parameters for SLA. As I read through the UG and SLA, I agree that some L1 knowledge is transferred to L2 but which features and to what degree depends on the relationship of L1 and L2, as well as the circumstances of L2 learning (page 52 and 53). I feel that many of the students I teach do not necessarily begin school with a strong L1, therefore struggle with their learning of L2. While they have this inner ability to learn language, I also believe that their language needs to be built upon with the help of their environment (family). My daughter, for example, struggled through preschool, and I felt that putting her in the Dual Language program would further frustrate her and she would not do well. I think about these students who may struggle, and then to add another language in must be difficult for them. As I read the psychology of second language acquisition, I find that while some people are successful in learning a L2, others do struggle and this could be because of many factors. Age, sex, aptitude, motivation, cognitive style, personality, and learning strategies are some differences among learners (page 87). As a teacher, we have to discover different ways for our students to learn, so the same type of concept needs to be done when learning a L2. Going back to my daughter, she has an IEP, and I think that most students have some type of individualized plan from their teacher. It may not be officially written down, yet we think about ways to help our students meet their goals. This needs to be kept in mind with our students that are learning a second language, that they need different strategies to be successful, and we need to build on their L1 too.
As I reflect on the reading, I find it interesting that we are all wired to develop our L1 naturally. Where ever a person is born and language that is used, the child will depict what necessary sounds are needed to learn and speak the primary language. Despite what language is being learned and spoken, all languages are developed through the same stages. When it comes to learning a L2, I would believe that it would be better if the child had the opportunity to develop a second language along with L1 since the brain is wired to learn language naturally. As the window of opportunity of learning a language naturally closes, I find that a second language acquisition is still possible; however, learning becomes more complex. Psychologists agree that there are many factors such as, age, sex, personality, and motivation that play a significant role in helping people develop a second language. Even though learning a second language later in life many not come naturally, one can learn. Personally, I really don’t see the sex or personality being much of an issue. Age could be factor; depending the condition of one’s mind. I see a person’s motivation being more of a factor. Does a second language need to be learned? For many that say, “no” because they do not feel a need will be less motivated to acquire a L2. However; if desired, a second language can be developed through the knowledge of one’s native language and going through the various stages of language development.
In Chapter 3 we learn about the various approaches used to study SLA. I found Contrastive Analysis (CA) to be the most interesting because I see this in the way my students communicate. There is definitely interference going on when students ask for permission to go to the bathroom by saying “I can go to the bathroom?” I also believe that a second language is not always as easy to acquire no matter how much practice is involved. My sister is a perfect example. I consider her to be one of the most intelligent people that I know, and she struggled learning Spanish. In fact, I think she may have even failed. Keep in mind, my sister NEVER fails at anything! I am uncertain as to what Selinker’s interlanguage is. The book defines it as grammar that learners use while moving toward the second language. That is unclear to me. I am hoping that we cover this in class. Krashen’s Monitor Model was of course familiar because of the article that we read last week. The importance of this chapter is to recognize that there are many types of approaches used to study language acquisition and each one needs to be analyzed. Chapter 4 focuses on the psychology of SLA. When reading about the brain’s plasticity, I was reminded of a Brain Gem workshop that I took at Judson College. When reading about the frameworks for the focus on learning processes , I was shocked at first that the author states that “learning a language is no different than learning how to drive a car”. Then I realized that even though I can’t speak German fluently right now, I bet I would be able to pick it up again very easily. I laughed out loud when reading about women tending to be more verbally fluent than men. That is so true! I definitely see that in my classroom as well. It makes sense that people who are self-confident and willing to take risks tend to be more successful at SLA. After reading this chapter, it is clear that there are many factors involved as to why some learners are more successful at SLA and how it all takes place.
Chomsky's theory that language is innate, makes sense to me. As I read, I understood the theory supports the premise that all native language speakers have the innate ability to acquire language which includes all languages. UG as it relates to SLA. What I found most interesting reading about was the critical period hypothesis. It states that full native competence of L2 is possible from early childhood to adolescence. Yet older learners rarely achieve near-native accent. As a teacher, I find this valuable information to guide my instruction in the classroom. L2's must learn the language and will not attain a native level of acquisition. What concerns me is that some of these L2 students are not strong in their native language thus making L2 difficult to achieve. Because community and family are important factors in language acquisition, I remain hopeful that L2 students will gain the knowledge base needed to embed their native language of their community thus enabling them to acquire a second language more readily.
Chptr 4 Chapter 4 reminds me again that multilingualism has a positive impact on the cognitive development of the speaker. As we learned in a previous class, multilingualism trains the brain to think on two pathways, thus deepening the ability to concentrate on one task without distraction. And Saville-Troike references this phenomenon as well. What concerns me when I read this was, "what about my L2's that do not have a strong native language background? If a speaker does not have a solid L1, how much is there to pull from?
In chapter 1 the author discusses the complexity of language and how even mature adults “seldom attain native fluency in a new language” (page 15). I found this information to be helpful when reading chapter 3. Reflecting on the early approaches to SLA. With new language being so different I can understand why behaviorist assumed language formation could be developed through SRR – “they imitate and repeat the language that they hear, and when they are reinforced for the response, learning occurs” (page 37). Although, with the discussion of transfer in learning and error analysis SRR cannot be the only way in which one acquires language. I personally believe that we learn a great deal from our mistake/errors.
Lenneberg studies/research showed that after a certain age language would not be possible. It reminds me of the video we watched in class about “Genie”. Despite having a team of doctors working with her a normal language was never developed. Lenneberg found that as the brain matured it became less able to aid damaged portions.
As further studies have been done it appears that L1 and L2 are stored in the left hemisphere of the brain. Those who acquire a second language at an older age use more of their right hemisphere for that second language. While not sure, I felt that the fossilization that can occur in L2 might be to due to it being stored partly in the right hemisphere of the brain.
With so much to cover in the in the two chapters the last point I would like to discuss is the information about parallel distributed processing (PDP). It reminded me of the information I chapter 3 about stimulus-response-reinforcement (SRR). With one (SRR) being said out loud and the other (PDP) taking place in our brain as we see repeated patterns.
Chapter 3 - Linguistics of Second Language Acquisition Upon reading the first half of this chapter, I’m reminded of when I learned to do running records for reading. Students read a passage, the teacher follows a key and records exactly what and how the students read. The teacher analyzes the data to understand how to help the student become a better reader. The mistakes students make in reading are related to the meaning – does it make sense, syntax – grammar, or visual – do the symbols represent the sounds. In the similar way language is systematic – occur in regular patterns, symbolic – symbols representing sounds, and social – a reflection of the society one acquires L1.
I was not surprised to read that a person learning lexicon, phonology, morphology, syntax, nonverbal structures and discourse with L2 does not achieve the same level as when L1 is learned. While living in Germany, I met many Americans who had been living there for ten or more years. They were assimilated into the German culture. I thought they must be completely fluent in both languages. Many said they still were learning the German language.
I hope universal grammar will be explained. I’m not sure I understand it.
Chapters 3 & 4 Saville-Troike As I am reading and learning more about SLA, I am really enjoying learning about the psychology behind it. I remember studying psychology in high school and then again briefly in college, but I always learned in terms of monolingual students and different learning styles and generic, broad topics. It is helping me to better understand my students and the struggles some of them face as they take on trying to master English as an L2. I found the chart on page 38 particularly relevant and helpful. It illustrates types of interferences between English and Spanish. Since the majority of the students in my school who are learning English as an L2 have Spanish as their L1, it was interesting to see how in so many ways even though they are making mistakes or errors, meaning is maintained. The example they gave in the book is how in Spanish, an –s is added to the noun and article or modifier. For that reason, sometimes L1 Spanish speakers might attach an extra –s when trying to learn English. Rather than saying “green beans” as we would in English, they might say “greens beans.” This really hit close to home because so often as a new teacher, I would read their writing and be sensitive to the fact that some of them are recent bilingual exits, but actually studying where some of the errors are stemming from might help me be more effective at helping the students understand how to learn from them.
As I continued reading in Chapter 4, the part that jumped out at me as relevant to my work was the section on motivation. I had one student in particular this year who has really struggled in writing. His L1 is Spanish, and his writing is, for lack of a better word, atrocious. I had individual writing conferences with the student many times, and by the end of the year, he still is only writing one full page as a finished product. Although it is not what I want to see at the end of 6th grade, it is a huge accomplishment from the 3-4 lines he was turning in regularly. I understand now that I do not think this student had any belief in the likeliness of his own success in learning L2. He has mentioned to me before how he hates writing and he thinks he is terrible at it. We had to set small goals so he could see himself improve and grow which I think is so important to any struggling student.
The monitor model is what stuck out for me the most in chapter 3. I thought the difference between acquisition and learning is important to know. I think that it is so interesting that we have this inner drive in our minds that takes information and stores it without us even knowing about it! I wonder if this happens in other areas of cognitive development and not just in the area of language acquisition. I thought that the idea that we all acquire rules of language in a similar order, no matter what language is being learned, was so fascinating. I find this fascinating because not all languages are the same or have the same types of rules. I also thought as educators we need to be aware of the filter hypothesis. Since many of us have L2 learners in the classroom we may have many students that are going through a silent period and/or are not yet comfortable with their English skills. If we are aware of the filter hypothesis then we know that we need to make sure we are not putting these students on the spot, because that can actually negatively affect their learning. I also thought that it’s pretty amazing that people that spoke different languages, that were learning a second language all seemed to develop at the same time regardless of the L1 spoken, or L2 being learned. This part of the chapter reminded me of when I was trying to learn a foreign language and how awkward my speaking would be at times and how communicating could be difficult because you did not have a sufficient vocabulary. I was surprised to learn that when you learn an L2 it is stored in a different part of your brain. I would have thought that if you had acquired the languages at the same time then they would be stored in the same location. It did make sense to me however that people who acquire a language later in life would have that information stored in a different part of the brain, because once the brain has already matured it has only the pathways that are created to work with. The idea that there are many different factors that affect SLA seems like a given. I was, however, really surprised that sex was a factor that could affect SLA. I had never thought of this as a potential factor. I have always thought that aptitude and cognitive style (although I did not know it was called this) had to play a role in SLA. I am half-Mexican and a lot of my family speaks Spanish, but I never learned, and learning in high school was not very easy for me either. But in my classes there were some students that had not been exposed Spanish at all and they could pick it up, and sometimes other languages, with ease. I always thought to myself that there are some people’s brains that are just wired to acquire new languages. It was fun to learn that I was right and to learn some more information on how our brains work.
As I reflect upon the concepts learned in Chapters 3 and 4 of Seville-Troike, I was immediately intrigued by the statement, “the human accomplishment of learning languages seems all the more remarkable when we consider even a simplified list of knowledge which every L1 or L2 learner must acquire at these different levels”. The levels discussed were lexicon, phonology, morphology, syntax, nonverbal structures and discourse. What popped out to me the most was how the author explained that L1’s usually acquire these with no conscious effort while L2’s will struggle to learn without the possibility of ever mastering all of them. I could relate mostly with the contrastive analysis which involves predicting and explaining learner problems based on a comparison of L1 and L2 to determine linguistic similarities and differences. I find myself analyzing my learning of Spanish by comparing many of mistakes of that I make in English. In addition the analysis listed above, I found myself also intrigued by the concept of transfer, more particularly to Negative transfer. As I use my L2 with parents in parent teacher conferences, I find myself making mistakes by directly translating my English vocab to Spanish without following Spanish guidelines at times. The example that the book gave regarding “linguajes moderns” and “Moderns Languages” is something I would totally do in Spanish. For example, I might say “unas linguajes moderna” making this incorrect my not making the “modern” plural. In order to correct this I find that I rely on the assistance of my Spanish speaking parents. After reading chapter 4, it was interesting to see the chart on page 73 that showed which sides of the brain specializes on certain communicative functions. As I continued to read I was able to relate with compound bilingualism. This is something I witnessed with family members growing up. My paternal grandmother only speaks Spanish but understand English. During infant and toddler years my younger cousins were babysat by her. Without hearing Spanish at home, they were able to speak and understand both Spanish and English, simply from spending 8 hours a day with our grandmother. I was very intrigued to hear the L1’s and L2’s could be found on different sides of the brain, though we may notice overlap it is interesting to hear. As a teacher to many ELL students, I find it beneficial to understand the 3 components of learning processes: IP, Connectionism, and Complexity Theory. As I continued to read I found the chart on page 88 interesting because I can relate to the older advantages of SLA.
Appreciate being able to skip this post because we will be presenting these chapters Friday. Our group is working hard to prepare for you guys! :-) See you soon!
Saville-Troike Chapters 3&4 When I started to read chapter 3, one area that stuck out to me was that the morpheme acquisition order is different for L1 and L2 learners. I found it fascinating that they would go through the same stages, but in a different order. Even though I find this book interesting, I find it difficult to understand. I have to reread a lot to understand my reading. There seems to be so many definitions to different theories. I do have a new understanding of my students that are learning English. I found that the monitor model caught my attention. The five hypotheses that go with the monitor model seem to hold some truths. Maybe I like this model because it says that in the 1990’s we started to go away from teaching grammar in school. I think by doing this, our students have suffered. The book also said that the pendulum is starting to swing the other way. I wonder if teaching more grammar in school will help our L2 learners? In chapter 4, I like learning about the brain and how the development helps us learn language. I found it especially interesting because when my son was 3, he had two strokes. They both occurred on the left side of his brain, one area affected was speech. It was neat to see that speech is controlled in different areas of the brain. Luckily, my son did not lose his ability to speak, but I did find myself looking at the chart on page 73 and trying to decide what areas I think the stroke impacted. Or just like when they were talking about a study where they studied people who had lost the ability to speak, the L1 was the last one to have any effects. Also, by reading this chapter, I wonder if I could learn another language. I have always felt inadequate because I never have learned one. Then, as I read I see that I may do very well in the beginning, but may plateau quickly and give it up because of lack of motivation. I give my students a lot of credit. I wish I could speak two languages.
Chapter 3 – The Linguistics of Second Language Acquisition For me, Chapter 3 was a bit overwhelming with all the different researchers and all their different theories about how someone learns a second language. It makes sense to me that while the knowledge and skills needed to learn your first language are automatically available to everyone, I find it difficult to understand why a comparable level is not reached for a second language even when a there has been a great deal of time and effort spent working on learning this. Maybe the reason I feel this way is because I have had students who have been in either the bilingual program or the district’s ESL program who have, in my opinion, mastered their second language. Of course, for some this is not true, but I have seen this in my own classroom. The most interesting part of Chapter 3 for me was the discussion regarding Stephen Krashen’s Monitor Model. Although Krashen has been criticized for his model, I feel that his idea is valid. I do agree that children have an innate knowledge of language, and that it is acquired or picked up simply by interacting with others without conscious attention, while learning is conscious and happens in a classroom. What students learn can be used as a monitor to make changes or edit their communication. Rules of language are acquired in a predictable order. His Input Hypothesis is one that I really believe. If a student’s input is comprehensible, and it is repeated enough, then the grammar will be automatically provided. If a student understands what is being taught, and it is repeated numerous times modeling correct language, then the student will automatically begin to use that correct language. Last, comprehensible input is not enough to ensure acquisition of language. The student needs to be receptive to the input. If a student is bored, angry, frustrated, or unmotivated, they may be unsuccessful at learning the second language. While keeping this model in mind in my own classroom, I will be better able to address the needs of not only my L2 students, but all of my students.
Chapter 4 – The Psychology of Second Language Acquisition The one thing that stood out for me in Chapter 4 was the chart of page 88 which showed the age differences in SLA. I have always understood, and as we have learned in our reading, it is easier to learn a second language when you are young. But I found the chart interesting because it seems that there are some advantages to both – younger or older – when learning a language. Younger learners have brain plasticity, they are not analytical, they have fewer inhibitions, they have weaker group identity, and their input is more simplified. All of those things give younger learners an advantage. However – there is also an advantage to being older. Older learners have a learning capacity, they are able to analyze, they have pragmatic skills, they have a greater knowledge of L1, and they have real world knowledge. So, it seems that no matter what the age, we all have the capacity to learn a second language. To me, the trick is practicing and using what you learn. I took 3 years of French in high school, 2 years of French and Spanish in college, and I stink at both of them.
I know how you feel Joanne. I have taken Spanish over and over. I am terrible at it. I learn more by listening to conversations with children then I ever did in the classroom!
In chapter 3 and 4, we learn that language is a complex systematic process and that each areas of language (lexicon, phonology, morphology, syntax, structures and discourse) are acquired at different levels. It is fascinating to think that our minds, whether we are born with it or learn it through interaction, are capable of doing this. Acquiring your first language seems simple enough as a babies brain is so eager to learn. However, it becomes even more complex when you learn a second language. An area that really is interesting in contrastive analysis. Transfer language from one language to another can either have positive or negative transfers between L1 and L2. Many of the errors I see with my recently exited students are due to negative transfers. For example, they might say “the book red” instead of the “the red book” because they are using what syntactic information they have for their L1. Their errors in distribution, I believe takes time to develop in oral language and often takes a bit longer in their Standard English writing. I would be really interested in learning some concrete recommendations and suggestions for helping students learn how to positive transfer in their SLA.
Another thing that I found interesting is the discussion of Left Brain and Right Brain theories. Although, I have never taken a formal course on L/R Brain theory in the classroom, I know that there are many workshops on it. I truly believe that our minds and our language are developed by using both L/R and that each learner uses their L/R hemisphere differently. The principal hemispheric specializations help us understand more deeply how language is acquired.
This chapter discusses language and the brain, which is a fascinating subject for me. I learned about brain research and the learning of languages when my husband began a doctoral program with Loyola about eleven years ago. He read Teaching With the Brain in Mind by Eric Jensen. One of the things he discusses and is similar to chapter 4, is that learning L1 occurs in the left hemisphere of the brain and learning L2 occurs in the right hemisphere especially if the learning is at separate times.
Chapter 4 also explores differences in age, sex, aptitude, motivation and personality, to name a few, when acquiring language. Age is critical in learning language. We saw this in class with the movie about Genie and the brief mention about Victor. This is called the Critical Hypothesis Theory. Age plays an important role in the learning of L2. Motivation can be a factor in learning L2. Work, travel, or being a part of the virtual community online are a few reasons for learning another language.
The section about personality was interesting. The chart on page 95 is very relevant to my experience with some of my students. Some of the students I work with are not risk takers, they are too shy, or in general are anxious about their education, which may affect the learning of L2. I think an interesting study would be on one in which students identify themselves as introverted or extroverted and then research conducted on their language learning ability.
I was very interested, as was Joannem, in the age section of this chapter. I have always known that the younger you are, the easier it is to learn a language or more than one language at a time. I know that from my own experience and watching it with my children. When I first came to this country, the only language I could speak was Assyrian, I started learning English when I entered kindergarten. It took me no time to learn English and add it on to my L1. My own children grew up with both at the same time and do very well with both. Yes, being older does mean you have a better understanding of the language you are learning and can ask questions about it. The critical period is very important before you hit the plasticity change to the brain.The movie and the book both refer to Genie as evidence for the critical period hypothesis.
What stood out to me most in chapter 3 was the Monitor Model. With all the different theories mentioned in this chapter, the Monitor Model made the most sense. Also,after reading chapter 4 I found the section on Differences in Learners to be very interesting. There are so many factors, that from a teachers standpoint, are out of our control. There were a couple that really stood out to me to have a significant affect on SLA, one being motivation. I just wonder, how many of our students are actually motivated to learn English? Really it is almost that they are forced to learn it. The motivations listed are more goal oriented, and the desire to attain the goal. The L2 learners cognitive style is also an important part of SLA. Every student is so different in terms of learning styles and strategies, it seems almost impossible to have one "best" way to teach an L2 learner.
I was glad to see a list of knowledge that our students must meet
ReplyDeletewhen learning their second language though it may never be meet. I can
see from looking at that list why I as a student who tried to learn a
second language had a hard time. I was and still am not great with
syntax and lexicon. I do wonder is it that or did I hit my limit of
learning am I at my limit? Or could it be that I was never taught were
to place my tongue when learning. I sounded like the book said foreign
and I felt silly when I tried. It would be good to try again and
another benefit would be that it would help with my memory. Also what
I like most about learning another language is that you can experience
the work thought more than one perspective. I would love to do that.
I do still think it would also be great to have chart of the patterns
that will be difficult to learn and I know that they might meet that
stage at different times but having something to explain why they have
problems explains a lot for me. I feel that I could better help my
students. I also have to keep in mind that with some of the errors but
we want to try to make them more positive and not as bad habits. We
need to teach and have them apply what we learn they just can’t
imitate what we do. I would love to see a bilingual teacher teach the
primary grades. I have never done that and I would be interested to
see what they do when it comes to teaching the language. There are so
many different takes on what is the right way. I do wonder to they
follow the stages of teaching from nonverbal to complex construction.
I think I want to check out a classroom next year. I also wonder if
they help eliminate errors in small group setting or as a whole class.
Do they work in small groups as a whole or do whole group teaching. I
think I could really learn from them and take it back to my own
students. I know that even though they have exited they still have
skills to work on.
Another point that I liked to read about is what we often talk about
in the lunch room, but had nothing to back it up with. I have always
wondered why some develop quicker than others? After reading the
chapters most of the points that me made are true. From sex, age, and
motivation were the key points that we always said. It was also good
to see that it is it also goes with cognitive style, personality, and
aptitude. We also did wonder that once the students were in fifth and
sixth grade why it is mostly boys. I feel the book is right when it
comes to the sex and even motivation. As I think about it my bilingual
students are some of my most social students. It might be part of the
reason they do so well. I would like to see this change in the future
there has to be a way to help our students in all these ways. Maybe we
can’t just follow a set program but add a mixture of materials so we
hit all the students’ needs. I know I should be careful with what I
say since I am not totally sure what they do.
This comment has been removed by the author.
ReplyDeleteI guess I’m confused somewhat with the idea in Ch. 3 of Saville-Troike that while L1 learners automatically learn the complex knowledge and skills as a child, but a comparable level at L2 is seldom achieved. Are they suggesting that L2 doesn’t come as naturally as L1? I get that. So we agree that there will be complexities in sifting through phonology, morphology, and syntax in order to master a second language. After each reading I come away with a deeper appreciation for what my L1 learners can do and will try to incorporate more sensitivity in helping them to navigate the complexities of acquiring the phonology, morphology, and syntax of the English language. ML
ReplyDeleteI learned that all languages go through the same basic stages of language development. It is at what stage that a L1 learner is at when they begin to learn their second language that makes a difference in their development of that language. Many L1 learners begin by naturally repeating what is said and repeating it back, but what happens when they go from oral language to written language? I see many of students at different stages in their language acquisition. I like the section on error analysis. It made me think of what errors my students make when they are writing. This helped me understand on the development of their language leaning. I agree to the comment of what Mark mention that I too come across a better understanding of my L2 learners of what they are trying to achieve in the English language. The process that is required to take place for SLA to happen becomes over whelming. I have a better appreciation for those who acquired a second language and how important it is to get a student early enough in the language development for the transfer of language to become positive and meaningful.
ReplyDeleteAs I read through the linguistics of second language acquisitions, I was overwhelmed with all of the different approaches to how a person develops a second language. Each approach does answer the 3 basic questions of what, how and why, yet each has a different explanation. As stated in the book, we need to view the process through more than one lens. With that being said, I see a child having an innate ability to learn L1, and feel that they build off of this knowledge when developing a L2, that there are principles and parameters for SLA. As I read through the UG and SLA, I agree that some L1 knowledge is transferred to L2 but which features and to what degree depends on the relationship of L1 and L2, as well as the circumstances of L2 learning (page 52 and 53). I feel that many of the students I teach do not necessarily begin school with a strong L1, therefore struggle with their learning of L2. While they have this inner ability to learn language, I also believe that their language needs to be built upon with the help of their environment (family). My daughter, for example, struggled through preschool, and I felt that putting her in the Dual Language program would further frustrate her and she would not do well. I think about these students who may struggle, and then to add another language in must be difficult for them.
ReplyDeleteAs I read the psychology of second language acquisition, I find that while some people are successful in learning a L2, others do struggle and this could be because of many factors. Age, sex, aptitude, motivation, cognitive style, personality, and learning strategies are some differences among learners (page 87). As a teacher, we have to discover different ways for our students to learn, so the same type of concept needs to be done when learning a L2. Going back to my daughter, she has an IEP, and I think that most students have some type of individualized plan from their teacher. It may not be officially written down, yet we think about ways to help our students meet their goals. This needs to be kept in mind with our students that are learning a second language, that they need different strategies to be successful, and we need to build on their L1 too.
As I reflect on the reading, I find it interesting that we are all wired to develop our L1 naturally. Where ever a person is born and language that is used, the child will depict what necessary sounds are needed to learn and speak the primary language. Despite what language is being learned and spoken, all languages are developed through the same stages. When it comes to learning a L2, I would believe that it would be better if the child had the opportunity to develop a second language along with L1 since the brain is wired to learn language naturally. As the window of opportunity of learning a language naturally closes, I find that a second language acquisition is still possible; however, learning becomes more complex. Psychologists agree that there are many factors such as, age, sex, personality, and motivation that play a significant role in helping people develop a second language. Even though learning a second language later in life many not come naturally, one can learn. Personally, I really don’t see the sex or personality being much of an issue. Age could be factor; depending the condition of one’s mind. I see a person’s motivation being more of a factor. Does a second language need to be learned? For many that say, “no” because they do not feel a need will be less motivated to acquire a L2. However; if desired, a second language can be developed through the knowledge of one’s native language and going through the various stages of language development.
ReplyDeleteIn Chapter 3 we learn about the various approaches used to study SLA. I found Contrastive Analysis (CA) to be the most interesting because I see this in the way my students communicate. There is definitely interference going on when students ask for permission to go to the bathroom by saying “I can go to the bathroom?” I also believe that a second language is not always as easy to acquire no matter how much practice is involved. My sister is a perfect example. I consider her to be one of the most intelligent people that I know, and she struggled learning Spanish. In fact, I think she may have even failed. Keep in mind, my sister NEVER fails at anything! I am uncertain as to what Selinker’s interlanguage is. The book defines it as grammar that learners use while moving toward the second language. That is unclear to me. I am hoping that we cover this in class. Krashen’s Monitor Model was of course familiar because of the article that we read last week. The importance of this chapter is to recognize that there are many types of approaches used to study language acquisition and each one needs to be analyzed.
ReplyDeleteChapter 4 focuses on the psychology of SLA. When reading about the brain’s plasticity, I was reminded of a Brain Gem workshop that I took at Judson College. When reading about the frameworks for the focus on learning processes , I was shocked at first that the author states that “learning a language is no different than learning how to drive a car”. Then I realized that even though I can’t speak German fluently right now, I bet I would be able to pick it up again very easily. I laughed out loud when reading about women tending to be more verbally fluent than men. That is so true! I definitely see that in my classroom as well. It makes sense that people who are self-confident and willing to take risks tend to be more successful at SLA.
After reading this chapter, it is clear that there are many factors involved as to why some learners are more successful at SLA and how it all takes place.
Chomsky's theory that language is innate, makes sense to me. As I read, I understood the theory supports the premise that all native language speakers have the innate ability to acquire language which includes all languages. UG as it relates to SLA.
ReplyDeleteWhat I found most interesting reading about was the critical period hypothesis. It states that full native competence of L2 is possible from early childhood to adolescence. Yet older learners rarely achieve near-native accent. As a teacher, I find this valuable information to guide my instruction in the classroom. L2's must learn the language and will not attain a native level of acquisition. What concerns me is that some of these L2 students are not strong in their native language thus making L2 difficult to achieve. Because community and family are important factors in language acquisition, I remain hopeful that L2 students will gain the knowledge base needed to embed their native language of their community thus enabling them to acquire a second language more readily.
Chptr 4
DeleteChapter 4 reminds me again that multilingualism has a positive impact on the cognitive development of the speaker. As we learned in a previous class, multilingualism trains the brain to think on two pathways, thus deepening the ability to concentrate on one task without distraction. And Saville-Troike references this phenomenon as well. What concerns me when I read this was, "what about my L2's that do not have a strong native language background? If a speaker does not have a solid L1, how much is there to pull from?
In chapter 1 the author discusses the complexity of language and how even mature adults “seldom attain native fluency in a new language” (page 15). I found this information to be helpful when reading chapter 3. Reflecting on the early approaches to SLA. With new language being so different I can understand why behaviorist assumed language formation could be developed through SRR – “they imitate and repeat the language that they hear, and when they are reinforced for the response, learning occurs” (page 37). Although, with the discussion of transfer in learning and error analysis SRR cannot be the only way in which one acquires language. I personally believe that we learn a great deal from our mistake/errors.
ReplyDeleteLenneberg studies/research showed that after a certain age language would not be possible. It reminds me of the video we watched in class about “Genie”. Despite having a team of doctors working with her a normal language was never developed. Lenneberg found that as the brain matured it became less able to aid damaged portions.
As further studies have been done it appears that L1 and L2 are stored in the left hemisphere of the brain. Those who acquire a second language at an older age use more of their right hemisphere for that second language. While not sure, I felt that the fossilization that can occur in L2 might be to due to it being stored partly in the right hemisphere of the brain.
With so much to cover in the in the two chapters the last point I would like to discuss is the information about parallel distributed processing (PDP). It reminded me of the information I chapter 3 about stimulus-response-reinforcement (SRR). With one (SRR) being said out loud and the other (PDP) taking place in our brain as we see repeated patterns.
Chapter 3 - Linguistics of Second Language Acquisition
ReplyDeleteUpon reading the first half of this chapter, I’m reminded of when I learned to do running records for reading. Students read a passage, the teacher follows a key and records exactly what and how the students read. The teacher analyzes the data to understand how to help the student become a better reader. The mistakes students make in reading are related to the meaning – does it make sense, syntax – grammar, or visual – do the symbols represent the sounds. In the similar way language is systematic – occur in regular patterns, symbolic – symbols representing sounds, and social – a reflection of the society one acquires L1.
I was not surprised to read that a person learning lexicon, phonology, morphology, syntax, nonverbal structures and discourse with L2 does not achieve the same level as when L1 is learned. While living in Germany, I met many Americans who had been living there for ten or more years. They were assimilated into the German culture. I thought they must be completely fluent in both languages. Many said they still were learning the German language.
I hope universal grammar will be explained. I’m not sure I understand it.
Chapters 3 & 4 Saville-Troike
ReplyDeleteAs I am reading and learning more about SLA, I am really enjoying learning about the psychology behind it. I remember studying psychology in high school and then again briefly in college, but I always learned in terms of monolingual students and different learning styles and generic, broad topics. It is helping me to better understand my students and the struggles some of them face as they take on trying to master English as an L2. I found the chart on page 38 particularly relevant and helpful. It illustrates types of interferences between English and Spanish. Since the majority of the students in my school who are learning English as an L2 have Spanish as their L1, it was interesting to see how in so many ways even though they are making mistakes or errors, meaning is maintained. The example they gave in the book is how in Spanish, an –s is added to the noun and article or modifier. For that reason, sometimes L1 Spanish speakers might attach an extra –s when trying to learn English. Rather than saying “green beans” as we would in English, they might say “greens beans.” This really hit close to home because so often as a new teacher, I would read their writing and be sensitive to the fact that some of them are recent bilingual exits, but actually studying where some of the errors are stemming from might help me be more effective at helping the students understand how to learn from them.
As I continued reading in Chapter 4, the part that jumped out at me as relevant to my work was the section on motivation. I had one student in particular this year who has really struggled in writing. His L1 is Spanish, and his writing is, for lack of a better word, atrocious. I had individual writing conferences with the student many times, and by the end of the year, he still is only writing one full page as a finished product. Although it is not what I want to see at the end of 6th grade, it is a huge accomplishment from the 3-4 lines he was turning in regularly. I understand now that I do not think this student had any belief in the likeliness of his own success in learning L2. He has mentioned to me before how he hates writing and he thinks he is terrible at it. We had to set small goals so he could see himself improve and grow which I think is so important to any struggling student.
The monitor model is what stuck out for me the most in chapter 3. I thought the difference between acquisition and learning is important to know. I think that it is so interesting that we have this inner drive in our minds that takes information and stores it without us even knowing about it! I wonder if this happens in other areas of cognitive development and not just in the area of language acquisition. I thought that the idea that we all acquire rules of language in a similar order, no matter what language is being learned, was so fascinating. I find this fascinating because not all languages are the same or have the same types of rules. I also thought as educators we need to be aware of the filter hypothesis. Since many of us have L2 learners in the classroom we may have many students that are going through a silent period and/or are not yet comfortable with their English skills. If we are aware of the filter hypothesis then we know that we need to make sure we are not putting these students on the spot, because that can actually negatively affect their learning. I also thought that it’s pretty amazing that people that spoke different languages, that were learning a second language all seemed to develop at the same time regardless of the L1 spoken, or L2 being learned. This part of the chapter reminded me of when I was trying to learn a foreign language and how awkward my speaking would be at times and how communicating could be difficult because you did not have a sufficient vocabulary.
ReplyDeleteI was surprised to learn that when you learn an L2 it is stored in a different part of your brain. I would have thought that if you had acquired the languages at the same time then they would be stored in the same location. It did make sense to me however that people who acquire a language later in life would have that information stored in a different part of the brain, because once the brain has already matured it has only the pathways that are created to work with. The idea that there are many different factors that affect SLA seems like a given. I was, however, really surprised that sex was a factor that could affect SLA. I had never thought of this as a potential factor. I have always thought that aptitude and cognitive style (although I did not know it was called this) had to play a role in SLA. I am half-Mexican and a lot of my family speaks Spanish, but I never learned, and learning in high school was not very easy for me either. But in my classes there were some students that had not been exposed Spanish at all and they could pick it up, and sometimes other languages, with ease. I always thought to myself that there are some people’s brains that are just wired to acquire new languages. It was fun to learn that I was right and to learn some more information on how our brains work.
As I reflect upon the concepts learned in Chapters 3 and 4 of Seville-Troike, I was immediately intrigued by the statement, “the human accomplishment of learning languages seems all the more remarkable when we consider even a simplified list of knowledge which every L1 or L2 learner must acquire at these different levels”. The levels discussed were lexicon, phonology, morphology, syntax, nonverbal structures and discourse. What popped out to me the most was how the author explained that L1’s usually acquire these with no conscious effort while L2’s will struggle to learn without the possibility of ever mastering all of them. I could relate mostly with the contrastive analysis which involves predicting and explaining learner problems based on a comparison of L1 and L2 to determine linguistic similarities and differences. I find myself analyzing my learning of Spanish by comparing many of mistakes of that I make in English. In addition the analysis listed above, I found myself also intrigued by the concept of transfer, more particularly to Negative transfer. As I use my L2 with parents in parent teacher conferences, I find myself making mistakes by directly translating my English vocab to Spanish without following Spanish guidelines at times. The example that the book gave regarding “linguajes moderns” and “Moderns Languages” is something I would totally do in Spanish. For example, I might say “unas linguajes moderna” making this incorrect my not making the “modern” plural. In order to correct this I find that I rely on the assistance of my Spanish speaking parents.
ReplyDeleteAfter reading chapter 4, it was interesting to see the chart on page 73 that showed which sides of the brain specializes on certain communicative functions. As I continued to read I was able to relate with compound bilingualism. This is something I witnessed with family members growing up. My paternal grandmother only speaks Spanish but understand English. During infant and toddler years my younger cousins were babysat by her. Without hearing Spanish at home, they were able to speak and understand both Spanish and English, simply from spending 8 hours a day with our grandmother. I was very intrigued to hear the L1’s and L2’s could be found on different sides of the brain, though we may notice overlap it is interesting to hear. As a teacher to many ELL students, I find it beneficial to understand the 3 components of learning processes: IP, Connectionism, and Complexity Theory. As I continued to read I found the chart on page 88 interesting because I can relate to the older advantages of SLA.
Appreciate being able to skip this post because we will be presenting these chapters Friday. Our group is working hard to prepare for you guys! :-) See you soon!
ReplyDeleteSaville-Troike Chapters 3&4
ReplyDeleteWhen I started to read chapter 3, one area that stuck out to me was that the morpheme acquisition order is different for L1 and L2 learners. I found it fascinating that they would go through the same stages, but in a different order. Even though I find this book interesting, I find it difficult to understand. I have to reread a lot to understand my reading. There seems to be so many definitions to different theories. I do have a new understanding of my students that are learning English. I found that the monitor model caught my attention. The five hypotheses that go with the monitor model seem to hold some truths. Maybe I like this model because it says that in the 1990’s we started to go away from teaching grammar in school. I think by doing this, our students have suffered. The book also said that the pendulum is starting to swing the other way. I wonder if teaching more grammar in school will help our L2 learners?
In chapter 4, I like learning about the brain and how the development helps us learn language. I found it especially interesting because when my son was 3, he had two strokes. They both occurred on the left side of his brain, one area affected was speech. It was neat to see that speech is controlled in different areas of the brain. Luckily, my son did not lose his ability to speak, but I did find myself looking at the chart on page 73 and trying to decide what areas I think the stroke impacted. Or just like when they were talking about a study where they studied people who had lost the ability to speak, the L1 was the last one to have any effects. Also, by reading this chapter, I wonder if I could learn another language. I have always felt inadequate because I never have learned one. Then, as I read I see that I may do very well in the beginning, but may plateau quickly and give it up because of lack of motivation. I give my students a lot of credit. I wish I could speak two languages.
Chapter 3 – The Linguistics of Second Language Acquisition
ReplyDeleteFor me, Chapter 3 was a bit overwhelming with all the different researchers and all their different theories about how someone learns a second language. It makes sense to me that while the knowledge and skills needed to learn your first language are automatically available to everyone, I find it difficult to understand why a comparable level is not reached for a second language even when a there has been a great deal of time and effort spent working on learning this. Maybe the reason I feel this way is because I have had students who have been in either the bilingual program or the district’s ESL program who have, in my opinion, mastered their second language. Of course, for some this is not true, but I have seen this in my own classroom.
The most interesting part of Chapter 3 for me was the discussion regarding Stephen Krashen’s Monitor Model. Although Krashen has been criticized for his model, I feel that his idea is valid. I do agree that children have an innate knowledge of language, and that it is acquired or picked up simply by interacting with others without conscious attention, while learning is conscious and happens in a classroom. What students learn can be used as a monitor to make changes or edit their communication. Rules of language are acquired in a predictable order. His Input Hypothesis is one that I really believe. If a student’s input is comprehensible, and it is repeated enough, then the grammar will be automatically provided. If a student understands what is being taught, and it is repeated numerous times modeling correct language, then the student will automatically begin to use that correct language. Last, comprehensible input is not enough to ensure acquisition of language. The student needs to be receptive to the input. If a student is bored, angry, frustrated, or unmotivated, they may be unsuccessful at learning the second language. While keeping this model in mind in my own classroom, I will be better able to address the needs of not only my L2 students, but all of my students.
Chapter 4 – The Psychology of Second Language Acquisition
ReplyDeleteThe one thing that stood out for me in Chapter 4 was the chart of page 88 which showed the age differences in SLA. I have always understood, and as we have learned in our reading, it is easier to learn a second language when you are young. But I found the chart interesting because it seems that there are some advantages to both – younger or older – when learning a language. Younger learners have brain plasticity, they are not analytical, they have fewer inhibitions, they have weaker group identity, and their input is more simplified. All of those things give younger learners an advantage. However – there is also an advantage to being older. Older learners have a learning capacity, they are able to analyze, they have pragmatic skills, they have a greater knowledge of L1, and they have real world knowledge. So, it seems that no matter what the age, we all have the capacity to learn a second language. To me, the trick is practicing and using what you learn. I took 3 years of French in high school, 2 years of French and Spanish in college, and I stink at both of them.
I know how you feel Joanne. I have taken Spanish over and over. I am terrible at it. I learn more by listening to conversations with children then I ever did in the classroom!
DeleteIn chapter 3 and 4, we learn that language is a complex systematic process and that each areas of language (lexicon, phonology, morphology, syntax, structures and discourse) are acquired at different levels. It is fascinating to think that our minds, whether we are born with it or learn it through interaction, are capable of doing this. Acquiring your first language seems simple enough as a babies brain is so eager to learn. However, it becomes even more complex when you learn a second language. An area that really is interesting in contrastive analysis. Transfer language from one language to another can either have positive or negative transfers between L1 and L2. Many of the errors I see with my recently exited students are due to negative transfers. For example, they might say “the book red” instead of the “the red book” because they are using what syntactic information they have for their L1. Their errors in distribution, I believe takes time to develop in oral language and often takes a bit longer in their Standard English writing. I would be really interested in learning some concrete recommendations and suggestions for helping students learn how to positive transfer in their SLA.
ReplyDeleteAnother thing that I found interesting is the discussion of Left Brain and Right Brain theories. Although, I have never taken a formal course on L/R Brain theory in the classroom, I know that there are many workshops on it. I truly believe that our minds and our language are developed by using both L/R and that each learner uses their L/R hemisphere differently. The principal hemispheric specializations help us understand more deeply how language is acquired.
This chapter discusses language and the brain, which is a fascinating subject for me. I learned about brain research and the learning of languages when my husband began a doctoral program with Loyola about eleven years ago. He read Teaching With the Brain in Mind by Eric Jensen. One of the things he discusses and is similar to chapter 4, is that learning L1 occurs in the left hemisphere of the brain and learning L2 occurs in the right hemisphere especially if the learning is at separate times.
ReplyDeleteChapter 4 also explores differences in age, sex, aptitude, motivation and personality, to name a few, when acquiring language. Age is critical in learning language. We saw this in class with the movie about Genie and the brief mention about Victor. This is called the Critical Hypothesis Theory. Age plays an important role in the learning of L2. Motivation can be a factor in learning L2. Work, travel, or being a part of the virtual community online are a few reasons for learning another language.
The section about personality was interesting. The chart on page 95 is very relevant to my experience with some of my students. Some of the students I work with are not risk takers, they are too shy, or in general are anxious about their education, which may affect the learning of L2. I think an interesting study would be on one in which students identify themselves as introverted or extroverted and then research conducted on their language learning ability.
I was very interested, as was Joannem, in the age section of this chapter. I have always known that the younger you are, the easier it is to learn a language or more than one language at a time. I know that from my own experience and watching it with my children. When I first came to this country, the only language I could speak was Assyrian, I started learning English when I entered kindergarten. It took me no time to learn English and add it on to my L1. My own children grew up with both at the same time and do very well with both. Yes, being older does mean you have a better understanding of the language you are learning and can ask questions about it. The critical period is very important before you hit the plasticity change to the brain.The movie and the book both refer to Genie as evidence for the critical period hypothesis.
ReplyDeleteWhat stood out to me most in chapter 3 was the Monitor Model. With all the different theories mentioned in this chapter, the Monitor Model made the most sense. Also,after reading chapter 4 I found the section on Differences in Learners to be very interesting. There are so many factors, that from a teachers standpoint, are out of our control. There were a couple that really stood out to me to have a significant affect on SLA, one being motivation. I just wonder, how many of our students are actually motivated to learn English? Really it is almost that they are forced to learn it. The motivations listed are more goal oriented, and the desire to attain the goal. The L2 learners cognitive style is also an important part of SLA. Every student is so different in terms of learning styles and strategies, it seems almost impossible to have one "best" way to teach an L2 learner.
ReplyDelete