LCL 268-2023: SLA

Discussion 3:
The role of Age in L2 learning

- Members: Yody Mori & Amparo Rojas.

Structure of the presentation:

I.Construct definition (according 2+ authors) 1 slide

(Construct = The knowledge, skills, abilities, and other characteristics that are the focus of an
assessment)

● Age affecting the acquisition of a second language refers to the notion that a person's
age can influence their ability to learn and acquire a new language. Research has
shown that younger learners tend to have a better aptitude for acquiring a second
language, while older learners may experience more difficulty and struggle to attain
the same level of proficiency.

Critical Period: In biology it relates to a specific activity or behavior that is limited within an
established period of time, beyond that it is not possible to be acquired. (United Kingdom:
Multilingual Matters, 2003; Ortega, 2009)

II.Model associated to the construct 2-3 slides

(Model = the process by which humans acquire the capacity to perceive, produce and use
words to understand and communicate)

● The critical period hypothesis: proposes that there is a specific time frame during
which language learning must occur in order for an individual to achieve native-like
proficiency. According to this theory, the critical period for language acquisition
begins in early childhood and ends around puberty. After this period, it becomes
increasingly difficult to acquire a new language at a native-like level.

Critical Period Hypothesis: Developmental period in which a language can be learned

automatically, after that (generally puberty) it becomes difficult or impossible to acquire it
without conscious learning. (Birdsong (1999), Lennenberg (1967), Gass & Selinker (2008)

● The sensitive period hypothesis: suggests that there are certain periods of time in
which an individual is particularly receptive to language input, but that this ability is
not strictly limited to a specific time frame. This theory proposes that there are
multiple sensitive periods throughout an individual's life that can be used to learn a
second language, but that these periods may be less efficient or effective than the
critical period.
In simple words, the critical period hypothesis emphasizes the importance of a specific time
frame for language acquisition, the sensitive period hypothesis emphasizes the importance of
a general window of opportunity during which language learning can occur more easily.

III.Instrument to measure the construct (brief description) 2 slides

1. Examining the critical period hypothesis: We can examine whether the age of the
learner influences their ability to acquire a second language.
2. Analyzing language proficiency: We can measure language proficiency in both the
first language and the second language. We can compare the proficiency levels of
learners who began acquiring the second language at different ages and determine if
there is a correlation between age and language proficiency.
3. Assessing cognitive ability: We can evaluate the cognitive abilities of learners at
different ages and determine if there is a relationship between cognitive development
and language acquisition.
4. Conducting longitudinal studies:We can conduct longitudinal studies, following
learners over an extended period of time, to determine if age affects the rate of
language acquisition or the ultimate level of proficiency achieved.

In general, these methods can help us to understand the relationship between age and second
language acquisition and provide insights into effective language learning strategies for
learners of different ages.

IV.Learning or teaching implications 1 slide

The importance of the study on the influence of age on second language teaching and
learning is that different teaching methods for students of different ages and different
language characteristics should be applied in second language teaching.
For youngers learners, we can preferably do a more didactic session due to the way they learn better is
a naturalistic approach.
For older learners, we should prefer an in formal education due to their metalinguistic skills and
cognitive maturity.

Zoltán Dornyei (2009)

- The younger the better: naturalistic SLA
- The older the better: formal language learning.
- Interplay of age and environment
- Naturalistic SLA: age-related issues, period in which the learner reaches a native-like L2
proficiency. Comparison between L1 and L2.
- Missing the L1 critical period can cause consequences for the L2 proficiency.
- Maturational constraints cause a break.
- Native-likeness can not be 100% achieved by adult L2 learners.
- Monolinguals vs Multilinguals.

V.Consolidation/interactive activity (controversial/problematic aspects for L2 learning)

Wooclap:
https://app.wooclap.com/events/DZBLHE/questions/644f468fa47c4f1a9ca3efb0

- Rubric for Oral-presentation:

6-7

Content knowledge The presenters demonstrate full knowledge of the class contents
(concepts, constructs, models, etc), connecting the activity to shared
previous knowledge.

Discussion: The discussion is introduced in a meaningful and attractive way to the

Engaging the Audience audience.
Transition to core content is smooth and the sequence makes sense as
concepts are completely clear and appealing.

The presenters ask thought-provoking questions, make interesting

Discussion: connections with class discussion and demonstrate having internalized the
Interaction with the topic. The questions asked encourage critical thinking. The audience is
Audience compelled to participate and share their comments and insights

The presenters use an interactive tool like Wooclap or Genially to

Use of technology promote participation and engagement from the audience. This activity
helps the audience activate previous knowledge or demonstrate what they
learned from the presentations (consolidation of knowledge). The activity
is appropriate and relevant.

Formal aspects The materials presented/delivered have no major or significant

misspellings, grammatical errors, or pronunciation problems.
The activity flows as expected.
All instructions are followed.
Time limit is kept 100%.

Team work Equally distributed participation of team members is visible in all parts of
the activity. Mutual support is evident at all times. Complete success of
the activity shows that all group members worked together.

TOTAL POINTS: __________________ GRADE: __________________

 RESUMEN DE LA MATERIA A PRESENTAR

La edad puede tener un impacto significativo en la adquisición de una segunda lengua o

idioma. En general, se considera que los niños tienen una mayor capacidad para adquirir un

segundo idioma que los adultos.

Uno de los principales factores que influyen en la adquisición del lenguaje es la plasticidad

cerebral, que se refiere a la capacidad del cerebro para cambiar y adaptarse a nuevas

experiencias y situaciones. Los niños tienen un cerebro más plástico que los adultos, lo que

les permite adquirir un segundo idioma de manera más natural y con menor esfuerzo.

Además, los niños están en una etapa de la vida en la que se están desarrollando las

habilidades lingüísticas y cognitivas, y la exposición temprana a un segundo idioma puede

ayudar a fortalecer y mejorar estas habilidades.

Por otro lado, los adultos tienen ventajas en términos de conocimiento previo y habilidades

metacognitivas, lo que les permite tener una mayor capacidad para entender la estructura del

idioma y aplicar estrategias de aprendizaje más efectivas. Sin embargo, la capacidad de

pronunciar y utilizar el idioma de manera fluida y natural puede ser más difícil para los

adultos que para los niños.

En resumen, la edad puede afectar la adquisición de una segunda lengua o idioma debido a

las diferencias en la plasticidad cerebral y el desarrollo de las habilidades lingüísticas y

cognitivas.