Spa 34107 Chapter 3

Front 1

Commonly observed processes in second language learning

Back 1

1. Silent period
2. Language loss
3. Language transfer or interference
4. Interlanguage
5. Codeswitching

Front 2

Silent period

Back 2

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

Analogy: It's like reading and comprehending a set of directions before actually performing the task.

Front 3

Language loss

Back 3

Happens when a child progressively loses their first language as a result of learning English as a second language. English eventually becomes the primary language.

During this transition, it can erroneously be thought that the child may have SLI. This is at a point when he or she is not proficient in the first or second language.

Front 4

Language transfer or interference

Back 4

When a child is learning a second language, the rules and linguistic components of their first language sometimes manifest themselves in the second language. This is normal and can occur in all areas of language.

For example, someone with Spanish as a first language who is learning English may say "the girl tall."

Front 5

Interlanguage

Back 5

The state of learning a second language when a learner tries to approximate the target language while it is still being learned.

During this stage, inconsistent errors are common, but should not be considered an indicator of a language disorder.

Front 6

Codeswitching

Back 6

Changing from one language to another within an utterance.

For example, "Where is the baño?"

Front 7

Commonly observed learning styles/strategies used by CLD students

Back 7

1. Use of routines
2. High or low input generators
3. Practice opportunities
4. Avoidance
5. Modeling

Front 8

Use of routines

Back 8

Refers to the use of a memorized common phrase or sentence in the correct pragmatic context without complete awareness of it's meaning.

For example, a CLD student saying "Thank you very much" in response to someone.

Front 9

High input generators

Back 9

A CLD student who wants to learn more and takes the initiative to practice the second language. These students are eager to learn, outgoing, and sociable.

Front 10

Low input generators

Back 10

A CLD student who does not take the initiative to practice the second language. They are not outgoing and do no create learning opportunities for themselves. These children can come across as having a language impairment because of their slow language development.

Front 11

Practice opportunities

Back 11

CLD students need many of these to practice their English in settings and situations inside and outside of the classroom.

Front 12

Avoidance

Back 12

This occurs when a CLD student has not yet fully mastered the second language or is completely comfortable speaking his or her second language.

The language learner will shy away from speaking the second language because of the fear of verbal mistakes in front of teachers and peers. The language learner may understand the second language, regardless of how often they speak the second language. It is up to the SLP to decide if the learner actually has an SLI or if they are simply avoiding use of the second language.

Front 13

Modeling

Back 13

An observed learning style/strategy used by CLD students.
Second language learning is greatly influenced by the language models available to the CLD student.
Looking at language patterns of the people that spend a lot of time with the CLD can show what the student is exposed to and how they are learning.

Front 14

Affective variables which influence second language learning

Back 14

1. Personality
2. Anxiety level
3. Motivation

Front 15

Separate Underlying Proficiency

Back 15

This model believes that a child's first and second languages are two different entities, and learning the first language will not affect the learning the second language at all.

Supporters believe it is better to hear broken English instead of no English at all.

Front 16

Common Underlying Proficiency

Back 16

This model assumes that learning two languages can be combined to be proficient in both.

Problems can occur when the student has not fully mastered their first language before moving on to the second.

Front 17

Simultaneous language acquisition

Back 17

When a child learns two languages concurrently to the same degree, and he or she is able to distinguish between the two languages easily. This process begins from birth, and both languages are learned in natural contexts.

Front 18

Sequential language acquisition

Back 18

Occurs when an infant learns one language, and then a second language is learned later in childhood.

If the child is still in the process of learning the first language, teaching them a second language may hinder their progression of their first language. It is best to start with the two languages at once.

Front 19

Additive bilingualism

Back 19

When a student reaches full potential in his or her first language as well as a second language.

Speaking both languages is promoted and can contribute to academic and career success. If an individual can speak both languages fluently he or she has more opportunities and thrives metalinguistically.

Front 20

Subtractive bilingualism

Back 20

The process of language acquisition in which a student is learning a second language, such as English, causing a deficit in their first language.

They gradually speak the second language more regularly than their first language. This can inhibit cognitive and linguistic abilities transferring from their first language to the second language. This does not necessarily mean that a student should be placed in special education, but they may need assistance in their first language.

Front 21

Comprehensible input

Back 21

According to this hypothesis, children acquire language by understanding messages, focusing on meaning rather than grammar.

To achieve comprehensible input in the second language, it should occur naturally (e.g. conversations, everyday situations), with concrete visual representations when possible, and be interesting and meaningful to the learner.

Front 22

Monolingual norm assumption/limited capacity hypothesis

Back 22

Assumes that children are only intended to learn one language and do not have the capacity in their mind to understand a language.

This hypothesis gives a negative view of bilingualism, stating that it is a negative source of cognitive, social, and emotional damage in children.

Front 23

Basic interpersonal communication skills/context-embedded communication

Back 23

Represents language that does not require cognition but context. These are more typical of the everyday experiences separate of the classroom, including things such as gestures, facial expressions, and paralinguistic cues.

Front 24

Cognitive academic language proficiency

Back 24

The ability of a CLD child to be able to speak and perform in academic settings equal to a native speaker.

It can take 5-10 years to reach this type of communication and is cognitively demanding because it is not context dependent.

Front 25

Context-reduced communication

Back 25

Depends only on linguistic cues for meaning with no paralinguistic cues or contextual supports. (e.g. a standardized language test such as the Peabody Picture Vocabulary Test)

Front 26

Culturally competent professional

Back 26

Describes an SLP who takes into consideration the cultural background of each individual student. This SLP's knowledge of cultural differences can help determine whether a child has SLI or is just slow to language due to the language barrier.

Front 27

4 Levels of Acculturation

Back 27

1. Traditional
2. Acculturated
3. Marginal
4. Bicultural

Front 28

Traditional (Level of Acculturation)

Back 28

Student who is close minded to other cultures and stays true to their own culture.

Front 29

Acculturated

Back 29

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

Front 30

Marginal (Level of Acculturation)

Back 30

Student does not integrate him/herself into either culture.

Front 31

Bicultural

Back 31

Student integrates him/herself fully into both cultures.