SECOND LANGUAGE ACQUISITION

Second language acquisition is the process by which people learn a second language.

There has to be a certain level of discipline devoted to the sustainability of conquering the

immense task of learning a second language. Educators have to have an array of knowledge

about the learner in order to see success, therefore being knowledgeable and aware that the

process happens in stages. “If the foundation of the non-dominant language learners’ mother

tongue is not strong, then any “bridge” built on it will be in danger. Without the good bridge, the

non-dominant language learners will not achieve their educational goals” (Malone). It’s this

bridge that’s pivotal in the transition from one language to another.

My theory behind second language acquisition is that it truly takes a village to develop a

second language learner. There has to be a sense of community in order for the learner to

develop fully in language. If we take the “all hands on deck” approach in schools, that being all

content areas are supporting the students’ transition, greater strides will be made in the students’

academic growth. I don’t believe that using one specific approach or depending on the core

subject teacher of language will produce the confident speakers who can speak confidently.

Language acquisition forms a critical stage in development of children. Thus, an examination of

various theories that are used to explain language development among children remain of great

importance not only to teachers but also to parents and caretakers (Kenpro 2010).

From Krashen we learn that there are five main hypothesis around second language

acquisition. They entail the following: the Acquisition-Learning hypothesis; the Monitor

hypothesis; the Natural Order hypothesis; the Input hypothesis; and the Affective Filter

hypothesis. Krashen’s hypothesis’ sheds light on several theories that have been expressed about
second language acquisition and furthermore leads to insightful views on the facilitation

processes in the classroom. Through his principle and practices, he lends the reader further

exploration, and consciously and/or subconsciously sets tone for significant classroom practices.

He has presented a well, data-driven view on language acquisition that can promote positive

shifts in classroom practices, which will ultimately lead to more confident speaking students.

The theory I found most credible was Information Processing. Upon reading this theory it

truly touched the core of what I believe intelligence is: "...gathering together and fine-tuning of

many small units that in total produce complex thinking" (Anderson 1993). Thank you R.C.

Anderson for your hypothesis! Anderson expressed that we have declarative knowledge and

procedural knowledge, where in short declarative is when information is presented to us and we

learn it immediately. The information we process is maintained in our long term memory and our

cognitive framework organizes the information and stores it. Cohesively, the procedural

component is more complex, this is a more extended process where we learn to do things

efficaciously.

I find this theory most credible because it signifies how I think I would be most

successful in developing a second language. First I would learn words and phrases and store

them in my long-term memory and gradually with practice, I would take the small pieces and

create more complex thoughts. When I first read this theory the movie Inside Out came to my

mind. The reason being is it showcases how we have an array of emotions to deal with but with

time, experience, and practice we can apply the procedural component expressed by Anderson

and learn to handle things more successfully. Learning a second language for school is not

simply a linguistic challenge; it poses social, cultural, academic, and cognitive challenges as well

(Collier, 2015).
 Transferring from the first language to the second language can engage several avenues

of emotions. There’s the excitement of learning something new, the anxiety of having to apply

the new skill, and the pressure of being fluent when speaking to someone of that native tongue.

When we think about the many layers of transferring and the production and understanding of

academic English issues for English language learners (Wong Fillmore, pg. 21), it’s essential that

positive shifts are applied. Some ways to address positive transfers are as follows: Create a

classroom that is rich with 1st and 2nd language artifact:. How confident would a student feel if

they walked into a classroom that not only embraced the new language, but also embraced their

current language? I think this simple tactic would bring about a positive transfer between

languages. It would allow students to see the connection between languages, build from

background knowledge, and possibly break down the anxiety barriers. Invite students into a safe

environment where mistakes are not frowned upon and students receive positive reinforcement.

I’ve been really exploring vulnerability and I’m noticing how my vulnerability is rubbing

off on my students. I intentionally make mistakes to show my students that mistakes are human

nature and we can learn so much from them. Creating a culture and climate that shows that

mistakes are a learning curve would ease the tension and therefore promote a positive transfer

from first to second language. Fabricate activities that ignite and engage student interest:

Students whose interest are peaked equals students with less anxiety. Creating learning activities

that are fun and intriguing, would promote a positive transfer. In my opinion, building a positive

rapport between languages is a necessity and will lead to more competent second language

speakers.

Most people don't believe exclusively in one theory, but rather adopt elements from a

variety of theories. I agree with this frame of thinking. These adaptations stem from the
following theories: Behavioral Theory, Nativist linguistic theories, social interactionist theory

and cognitive theory. I feel in order to be a balanced teacher who is meeting the needs of all

students I would take elements from all the theories to include in my practice. I would first

gathered background knowledge about the students I am serving and use the data retrieved to

further assist in their development as second language learner. I think it’s important for educators

to push their practices, to assure that all students are successful. The benefits of being

knowledgeable of these approaches can take our teaching practices to very high levels of student

achievement. I will continue to grow and develop as a teacher second language acquistion.

References:
Collier, Virginia P. Acquiring a Second Language for School. Reading Rockets. 2015.
file:///C:/Users/Mj/Documents/UCLA/Class%204%20Language/Week%202/Readings/Acquirin
g%20a%20Second%20Language%20for%20School%20_%20Reading%20Rockets.htm

KENPRO (2010). Theories of Language Development in Children. KENPRO Online Papers

Portal. Available online at www.kenpro.org/papers.

Krashen, Stephen D. Principles and Practice in Second Language Acquisition. Pergamon Press
Inc. 1982. Internet edition July 2009.
http://www.sdkrashen.com/content/books/principles_and_practice.pdf (Links to an external
site.)