Second Language Learning Related Terms

Front 1

silent period

Back 1

initial period of second language learning during which the lang. learner listens more than he/she speaks.
-may last 3-6 months, likely be longer if the learner is very young when learning begins

Front 2

language loss

Back 2

happens when a child progressiviely loses their 1st lang. as a result of learning english as a second lang. english eventually becomes primary lang.

-thought that a child has SLI, when thr experiencing lang. loss. happens when they arent proficient in 1st lang. or eng.

Front 3

language transfer or interference

Back 3

rules & linguistic components of their 1st lang sometimes transfer into the second lang.
-this is normal & can occur in all areas of lang.

Front 4

interlanguage

Back 4

stage of learnng 2nd lang when a learner tires to approx. the target lang. while it is still being learned.
-inconsistent errors are common but shldnt be considered an indicator of lang. dis.

Front 5

use of routines for cld students

Back 5

use of memorized, common phrase or sent. in the correct pragmatic context w/o complete awareness of meaning of the phrase or sentences used.

ex-cld child saying "thank you very much" in repsonse to someone

Front 6

codeswitching

Back 6

changing from one lang to another within an utterance

Front 7

high input generators

Back 7

want to learn more and take the initiative to practice the 2nd lang. these students are eager to learn.outgoing and sociable.

Front 8

low input generators

Back 8

do not take initiative to learn 2nd lang. not outgoing & dont create learning opportunities for themselves. these children can come across having a lang. impairment bc of slow lang. learning process.

Front 9

practice opportunites

Back 9

CLD students need many diff. opportunites to practice their english in settings and situations inside and outside of the classroom

Front 10

avoidance

Back 10

occurs when CLD has not fully mastered 2nd lang. or is completely comfortable speaking their 2nd lang. they will shy away from speaking the 2nd lang. bc of the fear of verbal mistakes in front of teachers & peers. they may understand 2nd lang reguardless of how often they speak it
-up to SLP to decide if just avoiding or has an SLI

Front 11

modeling

Back 11

observed learning style/strategy used by CLD student
-process of 2nd lang. learning of CLD students is greatly affected by those who surround them.
-looking at lang. patterns of ppl tht spend alot of time w a cld student can show wht the student is exposed to & how they are learning.

Front 12

personality: self-esteem
influence on 2nd lang learning

Back 12

important bc having a positive attitude toward oneself & learning enables a nire rapid understanding of a 2nd lang.
-children wgi cine frina nire acceptable culture learn the english lang. better than those whose cultures are rejected.

Front 13

personality: extroversion
influence on 2nd lang learning

Back 13

states tht outgoing students tend to develop converstional competence sooner than shy (introverted) students

Front 14

personality: assertiveness
influence on 2nd lang. learning

Back 14

increases opportunites to practice english skills w native speakers who are currently facilitating 2nd lang learning

Front 15

anxiety level influence on 2nd lang learning

Back 15

low anxiety- easier to learn
high anxiety- harder to learn.
amount of anxiety a learner has in classroom will affect motivation, which can also make learning a 2nd lang difficult if the motivation is low.

Front 16

motivation influence on 2nd lang learning

Back 16

high motivation-will express better adaption & do better in school.
-many factors may affect childs desire to learn new lang.
-if family is unsupportive, they may treat the child as an outcast,
-the more similar the culture, the more driven the child will be to learn the new lang.

Front 17

separate underlying proficiency model

Back 17

believes tht a childs 1st & 2nd lang are 2 diff entities. the learning of the 1st wont affect the learning of the 2nd at all.
- supporters believe tht it is better for the child to hear broken eng instead of no eng at all

Front 18

common underlying proficiency model

Back 18

assumes tht learning 2 lang. can be combined to be proficient in both.
-probs can occur when student has not fully mastered their 1st lang b4 moving onto the 2nd

Front 19

simultaneous lang. acquisition

Back 19

when a child learn 2 langs concurrently to the same degree. they are able to distinguish btwn both lang. easily. beings from birth & both lang are learned in natural contexts.

Front 20

sequential lang. acquisition

Back 20

when infant learns one lang & then the 2nd later. if child is still in process of learning 1st lang. teaching them a 2nd lang may hinder their progression of their 1st lang.its best to start an infant w 2 lang at once

Front 21

additive bilingualism

Back 21

student reaches full potential in their 1st lang as well as 2nd. speaking both is promoted & can attribute to academic & career success. if they can speak both lang fluently they have more opportunities & thrives metalinguistically

Front 22

subtractive bilingualism

Back 22

process of lang acquisition, student is learning a 2nd lang, causing a deficit in 1st lang. gradually speak 2nd lang more than 1st. can inhibit cognitive & linguisitc abilities transferring from 1st to 2nd.
-doesnt mean placement for special ed. -may need assistance in 1st lang.

Front 23

comprehensible input

Back 23

required in english for CLD chidlren to succeed in school.
-children may acquire lang by understanding messages. focus on meaning rather than grammar.
-shld occur naturally in 2nd lang. w concrete visual reps when possible & be interesting & meaningful to the learner

Front 24

monolingual norm assumption/limited capacity hypothesis

Back 24

assumes tht children are only intended to learn 1 lang & dont have the capacity in their mind to understand a 2nd.
-gives us a negative view of bilingualism, stating tht it is the source of cognitive,social,& emotional damage in children.

Front 25

basic interpersonal communication skills/ context embedded communication

Back 25

represents lang tht doesnt require cognition but context.
-more typical of the everyday experiences seperate of the classroom.
-includes gestures, facial expres. & paralinguistic cues.

Front 26

cognitive academic lang. prof (CALP)

Back 26

ability of CLD child to be able to speak & perform in academic settings equal to a native speaker.
-can take anywhr from 5-10 yrs to reach this kind of level of prof.
-cognitively demanding bc it is not context depend

Front 27

context reduced communication(CRC)

Back 27

depends only on lingusitic cues for meaning and no paralinguistic cues or contextual supports.

Front 28

culturally competent professional

Back 28

having culture competence can help determine whether a child has SLI or just slow to understand due to the lang barrier

Front 29

acculturation

Back 29

4 levels
an idividuals perspective & feelings towards ones dominant culture & societys culture & how they integrate themselves into both

Front 30

traditional-
level 1 acculturation

Back 30

student is close minded to other cultures & stays true to their own culture

Front 31

acculturated
level 2 acculturation

Back 31

student is transitioning to a new culture but losing dominance in the original culture.

Front 32

marginal
level 3 acculturation

Back 32

student doesnt integrate themselves into either culture

Front 33

bicultural
level 4 acculturation

Back 33

student integrates themselves fully into both cultures