Second language acquisition Nguyễn Phú Thịnh

Class: TESOL_22B 22814011148

Week 3: Language learning contexts
This chapter provides readers with several language-learning circumstances, including
naturalistic contexts and instructed learning circumstances. Regarding naturalistic settings, there
exist two major learning settings namely immigration and studying abroad. Learning a new
language for immigrants is believed to raise numerous challenges when they are likely to be
affected by economic precariousness and the age of arrival. On the other hand, studying abroad
tends to provide students with strong and positive effects on language proficiency as long as they
get substantial exposure to the local environment and the native.
In terms of instructed learning the book reviews five types of learning situations. Firstly, in
traditional language classrooms, learners can only receive a short period of time for learning and
limited exposure to the target language in which the four skills and some aspects of the target
culture are emphasized. Secondly, applying two languages in schooling, bilingual education
proposes two types of programs which are transitional and developmental. While in transitional
programs the target language is learned by risking learners’ development in the first language,
developmental bilingual programs aim to reach proficiency in both languages. Thirdly, as a form
of bilingual education, immersion learning setting is more about elementary and high school
levels where some parts of instructions for school subjects are implemented in the first language
and some parts are in the second language. Fourthly, dealing with instructions varying between
two languages, the dual language setting applies classes shared by native speakers and language
learners. In addition to the mentioned settings, there also exists heritage language instruction
where learners are taught their first language which should have been acquired at home.
Regarding my knowledge of naturalistic English-learning settings in Vietnam, apart from
the mentioned ones in the book, learners are likely to learn in their working environment where
they can interact with their native-speaker colleagues. Besides, they can also participate in
English courses facilitating their learning process in traditional classroom settings. Practicing this
procedure, adult learners are likely to replicate the study abroad circumstances in an instructional
situation. In addition to adult learners, children can facilitate their learning by expanding the
immersion learning situation outside the classroom. They can speak English while participating
in extra curriculum activities or even talking to their parents if there is a possibility.