Content Area & Conditions Nature II

Jhonatan Gallego & Jahirton Mazo

¿Es posible modificar el orden natural descrito en el proceso de desarrollo

interlingual?

The interlingual development is conditioned by the process in which the learner is

involved; process in terms of teaching, learning environment and partners as the social
group that allows languages to interact between them. Then the modification in the natural
order implies also the negotiations of meaning that takes place on the adjustment the learner
does to his/her native language conception to give meaning to the new signs provided by
the second language (Liddicoat & Scarino 2013). So, it is possible to modify the order of
the interlingual development process just as long if we consider as different each one of the
learners’ process to acquire their competences to communicate and to understand a foreign
language.

¿Qué debemos hacer y no hacer para facilitar el proceso de aprendizaje de la lengua?

What should we do and not do to facilitate the process of learning the language?

What should be done What should not be done

Encouraging independent learning.
Applying the knowledge of the language in
particular situations and contexts.
Promote learning for the discovery of other
new knowledge.
Foster a cooperative work to socialize and
complement knowledge.
To adapt educational materials to the social
context that can encourage the participation
of the students.
Over correction in the learning process.
Focus only on grammar and structure of
language learning.
Speaking wrong in an intentional way
Compare and standardize learning processes
and learning paces.
Uniformity of thought
 Content Area & Conditions Nature II
Jhonatan Gallego & Jahirton Mazo

¿Cuáles son los requisitos mínimos para que el proceso de desarrollo interlingual siga
el curso natural?

The learner must identify clearly the different structures that appear on every step of this
process. If the interlingual development must be built consequently, each one of the
structures given on the steps must be acquired properly so the learner can define it and
relate it in his/her foreign language with the native language. This is, if the construction of
meaning in the foreign language is acquired right to the native language on every step, then
the natural course of the language development is taking place orderly. Here is when
interactivity with others helps the process to establish the knowledge gain through that
process mentioned above (Liddicoat & Scarino 2013).

¿Es posible acelerar el proceso de adquisición?

Not always, because the processes of acquisition are not the same in all the students. Every
student has a cognitive and metacognitive process that is different; although the acquisition
process in some students could improve by the motivation towards new content. According
to Krashen (1982) language acquisition is a process related to the metacognitive
procedures, but others learn progressively, named acquisition-learning hypothesis. So, both
learning, language acquisition and the language learning implies that the teacher recognizes
the way in which the students interact with the knowledge.

¿Es posible hacer que el alumno simplifique menos, evitar que fosilice la lengua en
formas no estandarizadas?

Finally, the error correction seems to be a good way to control and manage the process of
the student in which obtains a conscious learning of the language. This can have a little
negative effect at the beginning of the learning appropriation; but, over time the results of
the constant error correction show that the fossilization can disappear slowly. Thus,
Krashen (1982) stays that the non-standard fossils can be modified by the constant
correction of occasional mistakes that do not have a direct influence in the second language
acquisition.
 Content Area & Conditions Nature II
Jhonatan Gallego & Jahirton Mazo

References

Liddicoat, A. & Scarino, A. (2013). Intercultural Language Teaching and Learning.

Published By Blackwell Publishing Ltd.

Krashen, S. (1982). Principles and Practice in Second Language Acquisition. University of

Southern California