Unit 2 Language Acquisition and the Language Learning

Process

Overview
So far we have looked at the functions of language, particularly the way children use
language. We will now turn our attention to the acquisition and learning of language. The
distinction between acquisition and learning is made by some linguists. You would have
encountered some of these linguists in unit 3 of ED26E, Learner processes, Teacher
Processes, and the Acquisition of Literacy. The distinction specifies that acquisition
occurs in a natural setting where understanding and using the language is effortless.
Learning on the other hand requires conscious knowledge of the rules of the language and
the ability to articulate the rules. In an effort to understand how children develop into
adults who continue to engage in reading and writing let us examine what three noted
theorists contributed to our understanding of how children acquire language, and the
relationship between language and thinking.

Unit Objectives

Upon completion of this session you will be able to:

1. Explain three theories of language acquisition
2. Explain the relationship between language and thinking
3. Identify ways to encourage language competency in the classroom

Readings

Cramer, R. L. The Language Arts: A Balanced Approach to Teaching Reading, Writing,

Listening, Talking, and Thinking. (2004). Boston: Pearson Education. 50–59; 67–68.

McGee, L. M. and Richgels D. J. (2004). Literacy’s Beginnings: Supporting Young

Readers and Writers. Boston: Pearson Education. 1–32.
Wood, M. Essentials of Elementary Language Arts. (2nd ed.). (1999). Boston: Allyn &
Bacon. 23–46.
Session 2.1 Theories on Language Acquisition and Learning

Learning Objectives
Upon completion of this session you will be able to:
1. Explain at lease three language acquisition theories
2. Explain the value of language acquisition theories
3. Explain the relationship between social constructivism and the literacy classroom

Three Language Theorists

Jean Piaget, Lev Vygotsky and Jerome Bruner, have greatly influenced our understanding
of language acquisition and learning. They offer theories that associate children’s
learning with their acquisition of new concepts and schemata. The terms concept and
schema refer to a cognitive structure that we use to store all the different categories of
information that we have about people, animals, things and places and so on. The work of
these theorists also provides us with a framework for planning and implementing
classroom instruction. Piaget’s account of language is that it emerges out of cognitive
competencies. That is to say, when children engage in action the experience provides
them with the basis for talk. Action often generates physical changes which cause
changes or adjustments in concepts. The new concepts generate language as the need
arises to talk about the new concepts.

Vygotsky supported the notion of cognitive development but he placed much emphasis
on the social aspect of cognitive and language development. He suggested that language
occurs first in a social context. According to him before concepts can be built, children
interact with others who provide them with feedback on the hypotheses that they formed
or help them to complete a task which they would be unable to complete successfully on
their own. This kind of support is called scaffolding. Whereas Piaget stressed of the
importance of doing, Vygotsky stressed the importance of social interactions particularly
with an adult or with a competent peer. He forwarded the notion that speech has social
origins and that cognition and language occurs in a communicative environment.

Brunner focused on the role of environmental interaction on children’s acquisition of

language. He forwarded the view that children acquire language through the attempts
they make to communicate with those in their environment. The way that the
environment supports children in their attempt to acquire language termed language
acquisition support system or LASS is responsible for language acquisition in children
(Bruner, 1983). He placed much greater emphasis on the process of language acquisition
than on the product which comes at the end of acquisition.

The Value of Theory

Having knowledge of the theories of language acquisition and language learning helps us
to refine, reshape, and change our philosophy of language and literacy teaching and
learning. This knowledge also helps us to be more understanding of the language and
literacy behaviours of the children we teach. If we consider Piaget’s theory we will no
doubt value the role of doing as we plan language and literacy instruction. As such we
will provide opportunities for the students to engage in activities that will help them to
expand their schemata. As we tap into Vygotsky’s notion of the social construction of
meaning we are no doubt encouraged to plan instruction that takes into account the value
of social interaction, and provide opportunities for cooperative learning. An
understanding of social constructivism also highlights the need to scaffold our student’s
efforts as they try to accomplish literacy tasks. Bruner’s theory also focuses our attention
on the importance of the language/literacy environment and the social interactions that
we make available to our students.

Activity 2.1
How might your understanding of the theories of language acquisition affect your
expectation of the students in your class?
Post your expectations on the website.
Social Constructivism in the Literacy Classroom
The social and cultural nature of literacy requires that students develop literacy within
their social realities. For this to happen teachers must accept that children have different
literacy experiences outside of school, which might or might not match the expectations
of school (Jet-Simpson & Leslie, 1997). Recognition of this possible mismatch between
the experiences that children take to school and what the school expects should lead to
instruction that is tailored to meet the specific needs of the children. It is important that
this is provided at different levels of interaction to support students efforts to develop
their abilities to use literacy to solve specific problems in given situations. This certainly
cannot be done without thoughtful classroom interactions in which teacher and students
engage in meaningful literate behaviours that give the teacher opportunities to understand
how students construct knowledge. This will inform the teacher about the kinds of
instruction that students will need at group and individual levels (Johnston, 1997; Cooper
and Kiger, (2001).

Fosnot (1996) provided this description of constructivism on which the social

constructive view is based:
Although constructivism is not a theory of teaching…. Teachers who base their
practice on constructivism reject the notion that meaning can be passed on to
learners via symbols or transmission, that learners can incorporate exact copies of
teachers’ understanding for their own use, … In contrast, a constructivist view of
learning suggests an approach to learning that gives learners the opportunity for
concrete, contextually meaningful experiences through which they can search for
patterns, raise their own questions and construct their own models, concepts, and
strategies (page IX).

This kind of classroom is one in which the teacher constructs knowledge by gathering
evidence from multiple sources. It also recognizes that children learn by constructing and
testing hypotheses and so provides support for this to happen. The teacher places
emphasis on the relationships between children as they work with one another and with
the large group. This helps the children to develop literacy skills and allows the teacher to
note how these skills are developing.

The quality of classroom literacy interaction will depend to a large extent on the
experiences that teachers provide for learners. In a constructive literacy classroom both
the teacher and students engage in construction and reconstruction of knowledge about
themselves, about others, about their relationships, and about the nature of the task in
which they engage (Johnston, 1997; Au, 1998). This suggests that the teacher is
constructing knowledge about her students and their instructional needs, as well as
knowledge about himself/herself; about what she is doing, and how it impacts learning.

It is important that as teachers we construct knowledge about ourselves as teachers of

literacy. This is important since it is implied that effective teachers of literacy have strong
and coherent personal philosophies about the teaching and learning of literacy (Ricard-
Fersing, 1999). It is important that we support children as they constructing knowledge
about themselves as learners about what they can do, what they need help with, as well as
how to negotiate meaning and take risks. The view that literacy is socially constructed
came out of Vygotsky’s (1978) notion that interaction between and among learners and
more knowledgeable others, is critical to learning. It is the kind of interaction that allows
students to work together and learn with and from one another and the teacher.

Activity 2.2
1. Observe a classroom of your choice and explain aspects of constructivist
principles that are reflected in the classroom environment.
2. Suggest ways that you could include more constructivist practices in your
classroom.
Encouraging Language in the Literacy Classroom
What do we mean when we say, “Encourage language in the literacy classroom?” Take a
couple of minutes and think about it. Jot down your thoughts so you may revisit them
later. Encouraging language in the literacy classroom goes way beyond merely getting
children to talk. It includes getting children to make connections and build on what they
already know, as well as generate and test new ideas. Because the environment is critical
to language and literacy learning it is important that there is support for children as they
engage in language and literacy tasks. The importance of establishing a community of
learners in our classrooms cannot be overemphasized. We must seek to maximize
meaningful talk in our classrooms. Some ways of doing this are:
• Plan language lessons around topics that are of interest to the children.
• Provide opportunities for collaborative work.
• Scaffold children’s efforts.
• Activate, assess, and build background according to the children’s needs.
• Build vocabulary appropriate for language and literacy development.
• Model the target language.
• Allow children to use their home language to explore ideas while they continue to
learn the target language.
• Read to and with children.
• Engage in continuous assessment of children’s language and literacy needs and
strengths.

Activity 2.3
Explain how you could use the picture below to encourage and support oral and
written language.
Share your response with your colleagues online.
End of unit Reflection
Write a reflective journal entry that sums up your understanding of unit 2.