CrossCultural Developmental Education Services 4/23/2009

Theories of Acquisition

Section III •Stimuli: linguistic

responses
•Innate Predisposition
•Systematic, rule-governed
acquisition

SLA Theories
Th •Conditioning •Creative
Creative constructivism
•“pivot” grammar
•Reinforcement
•Parallel Distribution

Vygotsky's Theory of Language

Vygotsky Development
(1896-1935)
• Primitive Stage
¾ Cognitive development takes place out of need to
communicate our needs to others.
¾ Inner speech develops in the same manner as all
• Naive
Na ve Stage
other mental processes.
¾ Culture shapes cognitive development. • External Stage
¾ Language is critical for cognitive development.
¾ Different cultures have different language tools. • Ingrowth Stage
¾ Self talk helps students to regulate thinking.

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Primitive Stage
Naive Stage

Syntagmatic Paradigmatic
• Babbling is an example of the primitive stage of • The child learns how to say words before he learns their meaning
g g development.
language p The sounds pproduced serve and function. An example of this manifestation is “ball”. To the child
thi one wordd can mean a variety
this i t off things
thi g ((“where
h iis my bball
ll”, “gi
give
no real purpose except to produce the sound and me the ball”, etc.). As the child develops and gains understanding of
experiment with our new capability. As the baby new words, he begins to produce naïve sentences like “where ball”
and “where is the ball.” The child uses these structures without any
does not produce speech, there is also no verbal understanding of how to put a sentence together or why the words
thought, or internal monologue. This does not mean must go in that order. He only knows that when the words are said in
a certain way, others understand his meaning. Understanding of
the baby does not think, it only means that the word order comes about before the child learns the logic of how the
child has not yet internalized his speech. words fit in that order.

External Stage Ingrowth Stage

• As the child’s egocentric speech turns inward, he

enters the final stage. He uses the skills he has
acquired to perform logical tasks internally. Rather
• D
During theh externall stage the
h child
h ld bbegins to use externall
objects to represent words. This can be characterized by the
than counting aloud, he will count “in his head”
child using objects or fingers when counting. Rhyming is using part of his short term memory. This is much
also used during this stage to improve memory and sound faster than verbalizing each thought and just as his
recognition. Another interesting event is the beginning of initial speech developed with practice, the more
egocentric speech. The child will talk to himself when
there is no one else around and also during play with internalized thought and logic is used, the better
others. This is the child’s verbalization of thought. the child can perform.

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Behaviorist Theory (Skinner)

Nativist Theory (Chomsky)
We are hardwired genetically with the
capacity to acquire language. We are
“hardwired” with a system capable of
attaining
tt i i g llanguage
g g without
ith t iinstruction
t ti
Child says “Want milk.” or (countering the Behaviorists) operant
stimuli. This innate knowledge is
Parent gives child some milk which contained in an LAD (Language
reinforces the association and Acquisition Device), or “little black box”
language development. in our brains.

Language Acquisition Device or LAD Universal Grammar

A linguistic theory
proposing the innate
knowledge of the basic
structure and principles
of grammar shared by all
A genetic mechanism for the acquisition of language human languages.
wired with language universals, and equipped with a
mechanism that allows children to make complex
guesses about what they hear around them.

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Weaknesses in UG/LAD Theory Other Linguistic Ideas

• Lack of clear-cut biological support for 1. Computer language recognition and
critical age hypothesis automatic translation
• Large samples now available
• Critical age hypothesis shown to be only • Computation of ambiguity
accuratet in
i terms
t off pronunciation
i ti 2C
2. Connectionism
• Language storage varies across different • Neural nets account for language learning
• Entire brain demonstrates functions in this way
languages • Demonstrations possible with much simpler neural nets
• Switching modalities in multi-lingual than actual human brain

speakers 3. Hybrid theory

Neural Networks More Theories of SLA

• Computer simulated neurons have “input, output, and
hidden” unit types. • Brain Plasticity Theory
• Changes in strength between connections determines • Biological
behavior of the network.
Predisposition
p Theoryy
• Imprinting Theory
• Others

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Critical Period Hypothesis (CPH) Many aspects

Theories of Acquisitionof

• Lenneberg
• Age of acquisition
depends on age of learner
• Age of acquisition
hard versus soft
wiring of language
•Innate Predisposition
•Stimuli: linguistic
responses
•Systematic, rule-governed
acquisition
•Conditioning •Creative
Creative constructivism

depends on length of time

still need to be
•“pivot” grammar
•Reinforcement •Parallel Distribution

• Doesn’t explain why some

adults acquire native-like researched
proficiency

Age of Acquisition Cummins’

Iceberg
• Under puberty more
likely to acquire a
Concept
native like proficiency
and fluency.
• Over puberty = more
likely to retain an
accent.

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Cummins’ CUP Theory

L1 L2

CUP Issues

L1 L2

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Bicycle Model
Language Transition

•BICS
CALP CALP BICS
It’s
It’slanguage!
a aplain!
It’s word!
•CALP
BICS

Basic Interpersonal Communication Cognitive Academic Language

1. Please, put your name on the
1. You need to match your paper.
socks and put your 2. Look at the pictures and
laundry away. match the object to its
2. Let’s turn your mattress definition.
over. 3
3. Now is the time to turn to the
next page.
3. We have to make a right 4. When you leave the room,
turn after the corner. you should turn the light off.
4. Please give me all of 5. When I get to the end of the
your dirty laundry. story, give me time to ask you
questions.
5. We live at the end of the
block. 6. Go to the end of the line.

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Fossilization
Cross-linguistic Influence
• Relatively permanent incorporation of
• Prior experience with language incorrect linguistic forms in SLA.
plays a significant role in SLA. • Normal stage for many SLA learners.
• L1 influences L2 learning. • Can also come from Functional Ceiling
• L1 phonology
h l predicts
d llearner
performance in L2.
• Great difference does not
always cause great difficulty.

Contrastive Analysis cape cup coop

• Compare and contrast
language elements. kate cut coot
• SStructurall analysis
l &
taxonomy of linguistic
t ll cull
tell ll call
ll
contrasts would enable
prediction of difficulties for
learner. dell dull doll

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English Spanish

Form: Be
Have
he (D1)
he (D1)
Ser
Hacer/tener/estar/etc.
Functionalist Theory (Krashen)
Example: Is he a farmer? ¿Es un campesino?
Has he a cat? ¿Tiene un gato?

Features: Occurrence of be before he. Occurrence of ser with or without D1

Sentence tie between he and Sentence tie between ser and subject when
be. eexpressed.
p e ed Functionalists moved more deeply into the essence of
Presence of he. Subject pronoun often omitted. language. Their focus:
High-low intonation quite possible Intonation rise to high or rise to extra high with a) Language is a manifestation of the cognitive and
with this pattern. drop to mid or low.
Meaning: “Question.” Yes-no response type. “Question.” Yes-no response type.
affective abilities of a person. It allows a person to
Distribution: Restricted to be and have. No special restrictions. deal with the world, others, and self
Problems for Spanish speaker learning English: b) The functional levels of language are constructed
Production: May not place be before he. May omit subject pronoun. Will give a rising intonation,
mid-high, or rise to extra high. Will use the same pattern with verbs other than be and have. from social interaction.
Recognition: Will mistake question for statement because of falling, high-low, intonation in English.

Krashen’s Model
Krashen’s Input Hypothesis
Is a set of five interrelated hypotheses:
• The Acquisition-Learning Hypothesis
• The Monitor Hypothesis
• The Natural Order Hypothesis
• The Input Hypothesis
• The Affective Filter Hypothesis

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The Input Hypothesis The Natural Order Hypothesis

Suggests that
comprehensible ● Every person learning a new language
input is sufficient will acquire the target language in a
to activate the particular order.
LAD and begin
Second Language
Acquisition.

Natural Order Hypothesis Pre-Production

Stage 1 Pre-production
Early Production

Speech emergence

Stage 2 Early Production Intermediate

Stage 3 Speech Emergence Advanced Intermediate

Stage 4 Intermediate Fluency Advanced Fluency

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Stages of Second Language Acquisition Stage 1: Preproduction

¾Pre-Production • Transference from first language
¾Early Production • Limited knowledge of verb tense
¾Speech Emergence • Length of this stage can be 3 to 6 months
¾Intermediate Fluency
¾Advanced
Intermediate Fluency
¾Advanced Fluency

Stage 2: Early Production Stage 3: Speech Emergence

• Can produce utterance of one
word and repeat memorized • Beginning to accurately
phrases. use different verb forms
• Will begin
g to use different • Can engage in more in in-
tenses but will over-generalize depth conversations
rules
• Still over-generalizes rules
• This stage may last 6 months
• Stage may last 1 to 2 years
to 1 year

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Stage 4: Intermediate Fluency Stage 5: Advanced Intermediate Fluency

• Can now create original sentences with ease
• Can communicate thoughts
• Can engage in more complex conversations.
• Engages in and produces
• Still makes some grammatical mistakes connected narrative
• Length of this stage is generally 2 to 3 years • Shows good comprehension
• Makes complex grammatical
errors
• Functions somewhat on an
academic level
• Generally lasts 3 to 5 years

Stage 6: Advanced Fluency Krashen’s Critical Elements

• Generally takes 5 to 7
years 1. Provide
• Functions on academic Comprehensible Input
level with peers in Second Language
• Maintains
M two-way 2
2. M
Maintain SSubject
b
conversation Matter Education
• Demonstrates 3. Maintain and Develop
decontextualized Children’s Home
comprehension Language
• Uses enriched vocabulary

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Comprehensible Input
1. Use visual cues. 13. Provide guided practice.
2. Demonstrate.
14. Be friendly and enthusiastic.
3. Use simpler syntax. Informal Formal
15. Stress participatory learning.
4. Preview, view, review.
16. Use fewer pronouns.
5. Use hands-on activities.
Context Context
17. Build upon prior
6. Use shorter sentences. Embedded Reduced
experiences
experiences.
7. Maintain a warm affect.

8. Watch for comprehension; restate to clarify

meaning.
BICS CALP
9. Stress high frequency vocabulary.
10. Use physical models or actual objects.
11. Cut down use of slang and idioms.
12. Use culturally appropriate gestures and body language.

IMPLICATIONS OF ENGLISH ONLY INSTRUCTION:

DO NON-NATIVE ENGLISH SPEAKERS REALLY “CATCH UP?”

60 Form al After 5
Entry/Exit Criteria For LEP
Anglo child English instruction years of
instruction
begins
exposure12 hours awake 55

each day x 365 x 5 years

50

Hispanic child English

exposure 3 hours Cum
each
45
48,000 PHLOTE 36%ile or above on
ulative EXIT
day x 365 x 5 years H ours 40 LAS-O 1-4 achievement test Monitor 1 year
of WM 1-3 LAS 5 Score
Language
35 WM 4-5
E xposure
in
Thousands 30

25
LEP
21,900 ESL
20 Below 36%ile on EXIT
Anglo child English achievement test Monitor 2 years
exposure 14 hours each 15
16,425 ELL LAS 5 Score
WM 4-5
day x 365 x 5 years 10
5,495
5
Hispanic child English
exposure 9 hours each
B 1 2 3 4 5 6 7 8 9 10 11 12 13 14
day x 365 x 5 years K 1
st
2
nd
3
rd
4
th
5
th
6
th
7
th
8
th
9
th

Age and G rade Level

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Impact of Prior Schooling

A “script for school” may include
Cognitive strategies Metacognitive strategies
Those who have had prior
• resourcing • advance organizers
school experience enter
• grouping • directed attention
English-medium • note taking
classrooms already • selective attention
• deduction • self management
equipped with a • recombination
b • functional planning
knowledge base for • imagery • self-monitoring
making inferences and • auditory representation • delayed production
predictions about the • keyword • self evaluation
meaning of events that • contextualization Socioaffective strategies
will occur there. • elaboration • cooperation
• transfer • question for clarification
• inferencing

Impact of Prior Schooling Impact of L1 Proficiency & Literacy

Amount of Time needed to reach • Studies indicate that if • When ELLs are able to use
schooling in L1 native speaker-like
proficiency students do not reach a their L1 in academic tasks,
This chart shows certain threshold in their they are working at their
when ELLs None 7-10 years
first language, including actual level of cognitive
typically reach literacy, they may maturity, facilitating
experience cognitive , continued cognitive and
native speaker- 2-3 years 5-7 years linguistic difficulties in linguistic development.
like proficiency the second language.
in English.

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Climate of Context
Leaves of
Comprehension
Spotlights
& Production
Strategies
Fruits of
Teeacher Talk

Othher Students
Materials

Branches of
Affective Performance
Nonverbal
Texttbooks

Variables

What am I
going to
do??!
Germination
Strategies
Seeds of
Predisposition
Roots of
Competence

Some reasons why English is so hard to learn

Spotlight Presentations
• The bandage was wound around • The insurance was invalid for the
the wound. invalid.
• The farm was used to produce • There was a row among the oarsmen
• Make specific assignments for each member of your team to produce. about how to row.
carry out in preparation of presentation. • We must polish the Polish • They were too close to the door to close
furniture. it.
• At least 20+ slides illustrating key points. PowerPoint is
• He could lead if he would get • The buck does funny things when the
preferred format. the lead out. does are present.
• Focus
F upon what
h every teacher h should
h ld kknow about
b the h topic. • Th soldier
The ld ddecided
d d to ddesert hhis • Af a number
After b off injections my jaw got
dessert in the desert. number.
• Put your script, content notes and citations in the note section • A bass was painted on the head • Upon seeing the tear in the painting I
under the slides and include a bibliography. of the bass drum. shed a tear.
• Post it on Blackboard. • When shot at, the dove dove • I had to subject the subject to a series of
into the bushes. tests.
• Look at other the PowerPoints and submit comments. • How can I intimate this to my • I did not object to the object.
most intimate friend?

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Activities

• BICS & CALP

• Case Study Language

Key Learning

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