Chapter 15: Second Language (L2) Acquisition

CH 15 1 Learning Log for CHAPTER 15: Second Language (L2) Acquisition Insert your name in the header above (double-click to access the header area, then double-click again in this part of the page when finished). Provide your responses below in the boxes as indicated. When you start typing, the response area will automatically expand as needed. 1. Provide anexample of overgeneralization asyou define what it is. Overgeneralization is when an error is made when a child applies rules about grammar to every form of the word. An example of this the plural-s. A child may apply the rule to irregular nouns such as feet (feets) until they learn the exceptions to the rule. Do overgeneralizations occur in L1 and in L2? Why/why not? Yes, it occurs when a learner is trying to follow and practice the L2 rules but ends up applying it in a way that a native speaker would not. Until a learner learns the exceptionalities of a rule, they will apply it to anything they think matches it. 2. What do you know about the development of syntax in native language (L1) development? Consider how syntax develops in the non-native language (L2). What is the same? What is different? Respond using the following prompts: Identify at least2 aspects of syntax development that L1 and L2 acquisition share; explain why each aspectsimilar is in both L1 and L2. Aspect Negatives Why? In both L1 and L2, they both go through the stage of inserting no into sentences. No matter the Els background, it is common for them to use negatives as a way to negate statements. Aspect Length of Utterance Why? In both L1 and L2, they both go through the same stages of length in sentences. They all start with the use of one word to gradually being able to state possession in two words and then short sentences (usually 3 word sentences) a. b. Identify at least2 aspects of syntax development that aredifferent in L1 and L2; explain why each aspectdifferent is between L1 and L2. CH 15 2 Aspect Questions Why? Within L1, when learners start asking questions, they are usually questions that have yes or no responses. While within L2, learners start to ask questions hat need short answers to them or long responses. Aspect Overgeneralizations Why? Overgeneralization starts to occur in L2. As children start to build their vocabulary and learn grammatical rules they starts testing out the rules and making mistakes because of exceptions to the rules. a. b. What does thisrealization mean foryour educational practices with ELs? Provide at least one comment. These realizations help me to recognize the importance of constant opportunities for conversations. Within this section it was constantly mentioned that children will gradually correct themselves as they continue to observe and engage in conversation. The best learnin experience for language is to be immersed in it. 3. What are the4 basic developmental stages of second language acquisition? Developmental stages: a. Silent Period/Preproduction Stage b. Early Production c. Speech Emergence d. Intermediate Fluency Now, think of what you know about BICS andCALP. Are the four phases the same for social-language development and academic language development? No CH 15 3 Do they occursimultaneously for social and for academic language development? Yes TRANSFER QUESTIONS—Answer both. 1. Given what you learned about cross-linguistic processing from the intervention article (by Schneider and Evers) you read and the information you gained about language acquisition from this chapter, how should you approach an speech EL’s and writing errors? I should not correct speech and writing errors right away. Students may be trying to transfer their prior knowledge to the lessons and use overgeneralization when applying rules. Language is taught in a multisensory fashion in which can be used to support the students through visual and kinesthetic activities. Instead of saying “No, the answer is wrong, I can state “Let’s look at our word sound index cards. What letters are in this word? Let’s sound it out together. Furthermore, in writing I can provide each student with a sentence frame to help them practice grammar rules and apply them in their writing. Using magnets, I could make a board in which has a place for the noun, verb, and adverb to go so that daily the students can practice placing magnets in the right order, this gives them repetitive practice in writing without always correcting them in the moment. 2. How would you respond to a parent who is concerned about hernot child developing properly because she is learning two languages simultaneously? Is it true that the child will remain inefficient in both languages? Should the parent proceed and emphasize both languages? Good afternoon, I understand your concern. Your child will not remain inefficient in both languages. An important part of learning a new language is transferring knowledge of your first language to be able to remember another. There will be times of miscommunication as she tries to connect rules and vocabulary together. However, this is an expected part of the process. Your child will try to connect the rules of your first language to English. She will, however, learn from those mistakes gradually as she partakes in everyday conversations with her peers. Even if she does not speak much, it does not mean she does not understand what is going on in class. She is just taking the time to observe and learn before testing out the vocabulary and language herself.