Second Language Acqusition

What is Second Language Acquisition?

Refers both to the study of individuals and groups who are learning a language subsequent to learning their first one as young children, and to the process of learning that language. The additional language is called a second language (L2), even though it may actually be the third, fourth, or tenth to be acquired.

To understand the process of second language acquisition,
are seeking to answer three basic questions:

1. What exactly does the L2 learner come to know?
2. How does the learner acquire this knowledge?

3. Why are some learners more successful than others?

Second Language Acquisition is typically an official or societal dominant language needed for education, employment, and other basic purposes. It is often acquired by minority group members or immigrants who speak another language natively. In this more restricted sense, the term is contrasted with other terms.

Other terms

* A foreign language
* A library language
* An auxiliary language

What is a first language?

* native language
* primary language
* mother tongue

Diversity in learning and learners
What is learned in acquiring a second language, as well as how it is learned, is often influenced by whether the situations involves informal exposure to speakers of other languages, immersion in a setting where one needs a new language to meet basic needs, or formal instruction in school.

Foundations of Second Language Acquisition The world of Second Language Acquisition

Multilingualism

Refers to the ability to use two or more language.

Bilingualism

Ability to use two languages

Monolingualis

Ability to use only one.


L2 users differ form monolinguals in L1 knowledge; advanced L2 users differ from monolinguals in L2 knowledge; L2 users have a different metalinguistic awareness from monolinguals; L2 users have different cognitive processes. These subtle differences consistently suggest that people with multicompetence are not simply equivalent to two monolinguals but are a unique combination.

The role of social experience

* Children will never acquire such language-specific knowledge unless that language is used with them and around them, and they will learn to use only the language(s) used around them, no matter what their linguistic heritage.


* American-born children of Korean or Greek ancestry will never learn the language of their grandparents if only English surrounds them, for instance, and they will find their ancestral language just as hard to learn as any other English speakers do if they attempt to learn it as an adult. Appropriate social experience, including L1 input and interaction, is thus a necessary condition for acquisition.



Course 631 Second Language Acquisition in Cambridge College Master Program ESL

Using children's literature in the classrrom

Students of Cambridge College
Second Language Acquisition Class (631 Master Program)
Students' Presentation
Using Childrens' Literature in the Classroom.
Prof. Dr. Maria I. Ortiz Rosado Ed.D

Preparing all Atudents for Success

Many studies and reports have concluded that unless educational performace in the United States improves dramatically, American workers will not be able to use the technologies that will create most of the world's jobs and economic growth in the twenty-first century. The impetus for educational reform has been driven by other sources as well cognitive research on the processes of learning recognition of the disparities in educational opportunity for diverse student groups; concerns about the quality of the teaching force; and criticisms of the bureaucratic and departmentalized nature of the education system (Berman et al., 1993)

The Standards Model

The standards model is based on several important assumptions: that educators can define standards for what is most important for students to know and be able to do in today's society; that most students will be able to achieve the standards; that student performance may differ in demosntrating proficiency but will still reflect the defined standards; and that standards will allow for fair and consistent assessment of diverse student performance (Taylor, 1994)

The Power and Pleasure of Literacy

Neuman, Copple & Bredekamp (2000) indicate that beginning in infancy and continuing throughout childhood, children may learn from those around them that in language and literacy there is much value, enjoyment, and sheer power. If they do not develop such an interest in reading and writing an eager desire for initiation into print's mysteries and skills children's progress toward literacy is uncertain. When the going gets tough, they may drop out of the game.

The path to literacy begins with very simple adult behaviors that infants and toddlers find interesting or pleasing. Caregivers may respond to babie's cooing, babbling, and other vocalizations; speak in warm, expressive voices in attending to children's needs and playing with them; and recite nursery rhymes and other chants or verses with appealing rhythms and sound patterns. (Source: Learning to Read and Write)

Specials Reading Material

Supermarket

specials

coupons can provide a different sort of reading matter for remedial groups- who may find some of their regular reading fare tedious at times. You can try the following coupons games to generate some interest.
Clip advertising coupons from newspapers and save the cents off. Make a master list of the names of all products for which you have coupons. Deal each player a collection of coupons (around 20). The students arrange their hands so that all coupons are visible at a glance. The game begins. Call out the name of the product from your list. All students who have that name in their collection will turn in the coupons for that product. Allow time for the players tro check their couponns carefully and encourage them to ask for help if necessary. If a wrong coupon is handed in it si returned along with an extra coupon from your reserves as penalty. The player who gets rid of all coupons firs is the winner. (Source: The reading idea book)

La evaluación de la comprensión

La comprensión de una lectura es un pilar bien importante para el crecimiento del/la estudiante en todos los aspectos. En mi opinión, basado en mi experiencia, un(a)estudiante cada vez que comprende lo que lee, adquiere vocabulario, puede expresar ideas, presenta lo sucedido en sus propias palabras, puede contestar no tan solo literalmente sino con pensamiento crítico. Según Raskin (1978) existen varias destrezas de comprensión de la lectura. Una de ellas es La comprensión literal. La misma consta que el/la estudiante contesta exactamente lo que dice en la lectura. Por ejemplo, ¿Quién estaba en el río? El/la estudiante contesta: María estaba en el río. En segundo lugar, se encuentra la destreza de La comprensión inferencial. Esta consta que el/la estudiante tiene que llegar a conclusiones teniendo en cuenta los hechos. En tercer lugar, se encuentra El desarrollo del pensamiento crítico en los estudiantes. En esta etapa, los/las estudiantes analizan lo que leyeron y pueden diferenciar entre varios significados de palabras, dependiendo el contexto.
Siendo así, dentro de mi sala de clases he estado utilizando varias estrategias con la conprensión de lectura. Puedo prensentarle varias, pero lo iré haciendo poco a poco.
Escogí una lectura del libro de Lecturas Auténticas de Producciones Anisa para que los estudiantes de 5to grado la leyeran. Luego de leerla (los estudiantes en silencio), le indiqué que iban a hacer y cómo serían evaluados(as). Ellos realizaron lo siguiente:
1. Leer la selección El león y el ratón.
2. En un papel en blanco los/las estudiantes escribieron el título de la selección.
3. Escribieron el autor de la selección.
4. Resumieron la selección en sus propias palabras.
5. Dibujaron un principio y final de la selección.
6. Presentaron su resumen a sus compañeros(as)
7. Pegaron este trabajo en un papel construcción para ser exhibido en la sala de clases.

Se les otorgó un tiempo razonable para hacer este tipo de trabajo con esta selección. Explico esto porque debemos tomar en cuenta el largo de la misma.
Además de realizar un trabajo divertido, escribieron, analizaron, dibujaron, presentaron, compartieron y fueron evaluados.



Los criterios utilizados para evaluar este trabajo fueron los siguentes.
(comprensión, ortografía y presentación)

Criterios 4 3 2 1 0

Presenta inicio, medio y final del cuento.
Describe el personaje principal del cuento.
Describe la idea central del cuento.
Describe el lugar donde se desarrolla el cuento.
Escribe en sus propias palabras el resumen del cuento.
Escribe legible.
Escribe con la letra correspondiente (cursivo o letra de molde)
Escribe con buena ortografía.
Presenta el resumen a sus compañeros(as)
Realiza los dibujos asignados.
Otros

Espero que podamos seguir compartiendo estas actividades y otras para mejorar la lectura en nuestros estudiantes.

Si tienes alguna actividad compártela con nosotros.