Saturday, March 26, 2011
Bibliography
Alleyne, A. (2010). Benefits of teaching a foreign language in elementary school. Retrieved from http://www.brighthub.com/educational/languages/articles/99675.aspx
Dimroth, C. (2008). Perspectives on second language acquisition at different ages. In Philp, J., Oliver, R., Mackey, A., Second Language Acquisition and the Younger Learner (53-75). Amsterdam: John Benjamins Publishing Co.
Halgunseth, L. (date unknown). How children learn a second language. Retrieved from http://www.education.com/reference/article/how-children-learn-second-language/
Masi, K. (2011). How to teach Spanish as a second language in elementary school. Retrieved from http://www.ehow.com/how_8045178_teach-second-language-elementary-schools.html
MiriamK (date unknown). How to teach a foreign language to young children. Retrieved from http://www.ehow.com/how_2169471_teach-foreign-language-young-children.html
Mitchell, R. & Lee, C. N. (2008) Learning a second language in the family. In Philp, J., Oliver, R., Mackey, A. Second Language Acquisition and the Younger Learner (254-277). Amsterdam: John Benjamins Publishing Co.
No listed author. (2011) How Muzzy Works. Retrieved from http://www.early-advantage.com/howitworks_et.aspx
No listed author. (2011) Little Pim. Retrieved from http://www.littlepim.com/
Walton, B. (2007). More children learn more than one language. USA Today. Retrieved from http://www.usatoday.com/news/education/2007-01-09-language-children_x.htm
Yazici, Z., Ilter, B.G., Glover, P. (2010). How bilingual is bilingual? Mother-tongue proficiency and learning through a second language. International Journal of Early Years Education, 18:3, 259-268. doi: 10.1080/09669760.2010.521297
Age Effects in Second Language Learning
Christine Dimroth's essay, entitled "Perspectives on second language acquisition at different ages" in Second Language Acquisition and the Younger Learner discusses the affect of age on the rate of second language acquisition in children. In her "Maturational Approaches" section, Dimroth discusses neurobiological development and the ability to absorb grammar and syntax in new language acquisition (2008).
The Maturational Approach suggests that age effects in second language acquisition work together with biological maturation and therefore, are linked to the growth in language capacity as the child matures. The small "window" for reaching native fluency of a second language closes after the brain matures. While this signifies that children can no longer speak a second language at a level that makes native speakers unable to find flaws, children are still capable of learning the language to a very successful proficiency level. However, these critical age periods vary across studies (Dimroth, 2008).
According to the Usage-Based Approach, advocates of this perspective say that language rules are constructed through constant manipulation and use of that particular language. Under this theory, children learning a second language are usually unable to master the language at a native level because their systems are already developed and constructed for their first language. Interference therefore creates a barrier for learning a second language to the fullest extent (Dimroth, 2008).
These two perspectives therefore support my opinion that learning a second language before the critical period ends allows children the opportunity to reach native-fluency.
The Maturational Approach suggests that age effects in second language acquisition work together with biological maturation and therefore, are linked to the growth in language capacity as the child matures. The small "window" for reaching native fluency of a second language closes after the brain matures. While this signifies that children can no longer speak a second language at a level that makes native speakers unable to find flaws, children are still capable of learning the language to a very successful proficiency level. However, these critical age periods vary across studies (Dimroth, 2008).
According to the Usage-Based Approach, advocates of this perspective say that language rules are constructed through constant manipulation and use of that particular language. Under this theory, children learning a second language are usually unable to master the language at a native level because their systems are already developed and constructed for their first language. Interference therefore creates a barrier for learning a second language to the fullest extent (Dimroth, 2008).
These two perspectives therefore support my opinion that learning a second language before the critical period ends allows children the opportunity to reach native-fluency.
Tuesday, March 22, 2011
Why is Learning Another Language So Important?
According to this article, "bilingual children have performed better than monolingual speakers on measures of analytical ability, concept formation, cognitive flexibility, and metalinguistic skills."
Also, despite the overwhelming belief of the importance of learning English as soon as possible in the United States, ESL students that learn material in their native language while simultaneously learning English have proven academically and socially stronger than their English-only peers.
My thoughts: Perhaps this is related to the fact that bilingual students are able to take a dual perspective on their educational and social attainments? Because their brain is working differently and crossing over from one language to another in order to perceive and analyze information, these children may be more progressive in their thought processes and also more confident in their social abilities, as a result of successful identification with two cultures.
(Halgunseth)
Also, despite the overwhelming belief of the importance of learning English as soon as possible in the United States, ESL students that learn material in their native language while simultaneously learning English have proven academically and socially stronger than their English-only peers.
My thoughts: Perhaps this is related to the fact that bilingual students are able to take a dual perspective on their educational and social attainments? Because their brain is working differently and crossing over from one language to another in order to perceive and analyze information, these children may be more progressive in their thought processes and also more confident in their social abilities, as a result of successful identification with two cultures.
(Halgunseth)
How Do Children Learn a Second Language?
This education.com article discusses how children are even capable of learning a language other than their native tongue. The two ways in which second language acquisition is carried out is through simultaneous or sequential learning.
Simultaneous language learning occurs in children under the age of 3, who are exposed to at least 2 languages on a consistent basis during their speech development. Before 6 months of age children are able to learn both of the languages at the same rate and do not show preferential treatment towards one over the other. Their brains are still malleable enough to have constructed two separate portals for each of the languages, avoiding confusion in processing. After 6 months, parents must be cautious to give equal treatment to each language taught, as children can now demonstrate preference towards the language they hear most often. Benefits to simultaneous language learning include greater neural activity and denser tissue in the memory, attention and language areas of brain than in those of monolingual children.
Sequential language learning occurs when children are already familiar with a native language, but must learn a second language in addition. This type of learning has no age limit and there are 4 stages to its development:
1) Students may at first continue to use their native language, even if no one understands them.
2) Recognizing that their language is not working, children fall silent and use nonverbal cues to communicate.
3) Children slowly start to speak the new language, but in small, simplistic phrases, and in the repetition of others' words.
4) Children begin to speak on their own with rough grammar that improves over time.
What resonates most with me is the statement qualifying that the ability to speak at the native level is a result of second language learning prior to ages 6 or 7. This is an area for which I would like to find more support.
(Halgunseth)
Simultaneous language learning occurs in children under the age of 3, who are exposed to at least 2 languages on a consistent basis during their speech development. Before 6 months of age children are able to learn both of the languages at the same rate and do not show preferential treatment towards one over the other. Their brains are still malleable enough to have constructed two separate portals for each of the languages, avoiding confusion in processing. After 6 months, parents must be cautious to give equal treatment to each language taught, as children can now demonstrate preference towards the language they hear most often. Benefits to simultaneous language learning include greater neural activity and denser tissue in the memory, attention and language areas of brain than in those of monolingual children.
Sequential language learning occurs when children are already familiar with a native language, but must learn a second language in addition. This type of learning has no age limit and there are 4 stages to its development:
1) Students may at first continue to use their native language, even if no one understands them.
2) Recognizing that their language is not working, children fall silent and use nonverbal cues to communicate.
3) Children slowly start to speak the new language, but in small, simplistic phrases, and in the repetition of others' words.
4) Children begin to speak on their own with rough grammar that improves over time.
What resonates most with me is the statement qualifying that the ability to speak at the native level is a result of second language learning prior to ages 6 or 7. This is an area for which I would like to find more support.
(Halgunseth)
The 21st Century
This USA TODAY article stresses the importance of learning languages (other than one's native language) at an early age, as our society is becoming increasingly globalized. The article states, "[n]ot only is learning a foreign language easier for children than it is for adults, but children who are exposed to other languages also do better in school, score higher on standardized tests, are better problem solvers and are more open to diversity." It is reportedly easier to learn languages at an earlier age, as the brain still has the capacity to separate one language from the other.
It also discusses the importance of IMMERSION in the development of new language comprehension skills, which is highly influential in getting the language to permanently "stick" for the child, and keep him/her from mixing up vocabulary and structure of the respective languages.
This article should serve as a launching point for my research into age and methods as affecters to formal language acquisition.
Introduction
After spending a year tutoring Italian first graders in English as a second language, I became interested in how young children master a second language and the most beneficial methods for this mastery. This exploratory blog will highlight my findings on research in second language acquisition within children, and the methods that work best in adding languages to one's repertoire.
Here are the Italian students that got me thinking...
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