First and Second Language Acquisition

First Language Acquisition

Language development and acquisition begins at a very young age in children. A person begins learning language by mimicry, as it is spoken, then later moves from simple to complex. All of us start life without language, but by the time we are four months old most babies discriminate speech sounds. Baby talk, or babbling, might not sound like language to us, but it is the way we learn to speak.

Language usually begins by simple words associated with things or faces, but as babies grow into toddlers the words gain meaning and they are connected with the words formed. As we grow we create new associations to words and vocabulary increases as we learn new words.

It is said that babies can distinguish speech patterns of their mothers voice even before they are born. Pre-verbal vocalizations are used after birth, and that leads to learning their first language from parents or caretakers without conscious instruction. 

Not all linguists agree on the exact way language is learned but most agree that biological, environmental, and social influences affect language acquisition and it is unique to humans. To speak requires a vocal apparatus as well as a nervous system with specific capabilities. Some say that the slow development of the prefrontal cortex in humans allows us to learn language. Social interaction with people who vocalize is crucial for developing language.

Second Language Acquisition

This is a process where people learn a second language not their native language.  The term bilingual usually refers to someone speaking more than one language, but some experts say it is only achieved by growing up naturally speaking both languages even if one is dominant. Not many who learn to speak a second language speak as a true native speaker. Heritage speakers learn two languages as they grow and even if not completely fluent in one language, they still have an advantage over monolinguals or second language speakers as far as language acquisition goes. This is a big argument in teaching a child a second language at the earliest age possible.

The order in which a second language is acquired is roughly similar to that of a first language although not as stable, due in part to the mental process or language transfer. This is the process of using what you know of your first language and applying the rules to a second or third language. At all levels, transfer is an important factor in learning another language. Receiving input, interacting, and meaningful output allows the learner to begin the process of acquiring a new language.  How a person analyses or connects sentences for meaning plays a roll in how they learn another language. A gradual process of learning is similar to learning other cognitive skills. 

Storage of a second language influences how it is learned.  In other words if a person has a good short-term memory they are better at learning and organizing a new language quickly. This helps to show why some people have more aptitude for learning second languages than others, but does not mean the others con not learn.

There are also learning and communicating strategies in learning a second language. Communicative strategies may not affect the learning strategies, but the learning strategies do seem to affect the way we communicate in a second language.  If the process of learning a second language is a positive one, it motivates a learner to use it more often and in turn they acquire a second language quicker and with more proficiency.

The Advantages of Learning another Language in Elementary School

Studies have shown that children who learn a language before adolescence are much more likely to have a native-like pronunciation. Much of the reason for this proficiency is attributed by experts to the physiological changes that occur in the maturing brain as a child enters puberty. This is of course with the knowledge that the more years a child can devote to learning a new language, the more competent he or she will become. Exposing them to new language at a young age is the best time. Young children are uniquely suited to learning a second language. The developing brain is hard-wired to acquire language. Never again will it be this natural or this easy!

What Are The Benefits of Knowing a Second Language?

What Are the Benefits of Knowing a Second Language?

Students of foreign languages score statistically higher on standardized tests conducted in English. In its 1992 report, College Bound Seniors: The 1992 Profile of SAT and Achievement Test Takers, the College Entrance Examination Board reported that students who averaged 4 or more years of foreign language study scored higher on the verbal section of the Scholastic Aptitude Test (SAT) than those who had studied 4 or more years in any other subject area. In addition, the average mathematics score for individuals who had taken 4 or more years of foreign language study was identical to the score of those who had studied the same number of years of mathematics. These findings are consistent with College Board profiles for previous years.

Students of foreign languages have access to a greater number of career possibilities and develop a deeper understanding of their own and other cultures. Some evidence also suggests that children who receive second language instruction are more creative and better at solving complex problems. The benefits to society are many. Americans fluent in other languages enhance our economic competitiveness abroad, improve global communication, and maintain our political and security interests.

Stages Of Learning a New Language: Stage V

Stages of Learning a New Language 
Stage V: Advanced Fluency

It takes from 4 to 10 years to achieve cognitive academic language proficiency in a second language. At this stage a students ability to perform in content area learning will be near-native. Continued reading and studying will only insure greater fluency at this stage, just as it does with their own native language. Students will speak and write smoothly and easily, and are quite capable of using the language however they need at this stage. Their command and usage of the language is now eloquent and done with ease. Pronunciation and vocabulary are used correctly with very few mistakes.

Conclusion

So, now you see the different stages a student must to go through to learn a new language. These stages are presented in a simple to understand outline, but how long each student spends in each stages will be totally up to the learner and these are only approximate time frames. You get an idea of how your child will grow and learn in the process of learning a second or even third language and see how important it is for them to have a head start on learning a language instead of waiting till they are older.

Learning a New Language - Stage IV: Intermediate Fluency

Stage IV: Intermediate Fluency

At this stage of learning a language, a student will have an average vocabulary consisting of about 6000 active words. They are beginning to use complex sentences when they write and speak. They express opinions and share thoughts. At this stage they will ask questions to clarify what they are learning in class. They can also begin to use literature as a tool for better comprehension. The student will use strategies from their native language to help learn content in the new language.

Students may still have errors when writing during this stage in the process of mastering the grammar and sentence structure of another language. They should be able to form or combine parts and elements of what they have learned to arrive at conclusions while writing and speaking. Students in this stage will also be able to understand more complex concepts. 

Stages of Learning a New Language / Stage III

Stage III: Speech Emergence

In this stage the students have developed a vocabulary of about 3000 words and can begin to communicate with simple phrases and short sentences. They may ask simple questions that may or may not be grammatically correct. The student can understand simple stories supported by pictures. They can begin to read short texts and stories by sounding out the words phonetically. The students can fill in blanks in sentences usually choosing the correct word or words. They can begin to match vocabulary words with definitions. Flash cards are helpful with learning vocabulary. The students can understand instructions and simple two-step directions. Students can begin to write about topics that interest them and should be encouraged to do so regularly, proceeding at their own level and pace. This is a good way for them to express their thoughts and ideas and use the language in a way that is fun. 

Stages of Learning a New Language (Stage II)

Stages of Learning a New Language

Stage II: Early Production

In the early production stage the student has learned about 1000 words and will begin to develop a receptive and active vocabulary. This stage can last up to 6 months. The students can use short language chunks or speak in one or two word phrases. They have memorized words and may not always use them correctly.

Some of the ways to work with students in this phase is to ask simple yes/no and either/or questions. It is also important to accept a students one or two word answer so as to encourage the use of the language. Participating and usage of the words known is an important part of this stage of learning a new language. The usage of pictures and focusing on using visuals are still very helpful to continue building vocabulary. Encouraging the usage of the vocabulary (even if used wrong) is very important during this stage. 

How Important is it to be at Least Bilingual in Todays World?

Speaking to a bilingual friend who is in her early twenties, I asked her why she thought is was important for her to be bilingual. Her answer was... "It not only introduces me to other cultures I might otherwise not learn about, but it has been an important bonus in job searching for me; not to mention the great advantages I have when I travel." 
I am surprised to see the lack of interest in the community about having bilingual citizens. I always tell my students: you are not competing with the guy next door; you are competing with the guy in India, South America, Asia, or Europe. So, why we are not pushing for bilingual education as parents? Why do we wait till our children are in high school for them to take the two years required to graduate? The earlier a child is introduced to another language the better. The high school years can build on the earlier exposure allowing for practice and further learning instead of beginning from scratch in their teens. As parents we need to expose our children at an early age to languages other than their native tongue. The advantages are tremendous and our children will be the ones who benefit from knowing another language. 

Stages of Learning a New Language

There are 5 Stages in the learning of a second language. In my next few blogs I will expand on these stages so you can understand each one. Of course there will be slight variations in each students way of learning. These are just some guidelines for you to understand the acquisition of a second language and its stages. Also please note that the length of time each student spends on a particular stage may vary. 

Stage 1: Pre-Production (also known as the Silent Stage)

 During this period the student is mainly silent. This does not mean they do not parrot the words, or have the ability repeat everything you say,  only that they are learning and storing the vocabulary. Students may have up to a 500 word vocabulary during this stage but they are not yet speaking the new language. 

The student listens attentively, responds to visuals and pictures, and can understand and duplicate gestures. During this stage the teacher focuses on building vocabulary. Much repetition is necessary at this stage.  

A great benefit of this stage would be a buddy or friend with whom to practice or to speak with to encourage them to listen to and practice the vocabulary they are storing. 

True Story

A friend of mine spoke two languages to her daughter after her birth, Spanish and English. When her daughter was one and a half years old she was concerned because she didn't seem to be speaking as much as she most babies at this age and just pointed at things instead of asking for them with words. She spoke with her pediatrician about her concerns. The doctor explained to her that  her baby was just listening and learning and as long as there were no physical problems (which there were not) then she should just be patient and her daughter would speak when she was ready. A few months later the little girl started speaking in complete sentences in both languages! It was amazing to her mom who was expecting her to say a word here or there. This is a good example of the way a child learns to speak a language.

Teaching and Learning at the Same Time

Having a great inward disposition helps tremendously towards learning, even more so than outward circumstances. We think about learning at times as being in a certain place or in a certain atmosphere, yet we limit ourselves when we do that. Each and every day brings us a new experience and so many different ways to learn, if we just take the opportunities that arise. We can practice language skills in so many different ways.

I have a friend who has been teaching his 5 year old son to speak Spanish. He began about a year ago. Now, you may think that is because he can speak Spanish himself, but he can not. He is learning Spanish along with his son. He takes the time to look up certain words and phrases and then uses them with his son throughout the day. In the kitchen he may ask his son what he would like to drink. "Que quieres tomar?" At bed time he may ask his son if he wants to read a book. "Quieres leer un libro?" (he also reads books in Spanish to him) and then he teaches his son to respond in Spanish. Instead of just one word answers, he teaches him how to respond in the full sentence. So instead of just answering milk, or "leche" he tells his son to say "Yo quiero leche."

I spent one afternoon just recently in their home with them and was amazed at how much Spanish the little boy had picked up. I was also amazed at how much the Dad had learned since he began his experiment to see if he could teach and learn at the same time, and the best part of all was that his wife and their daughter who is 8 years old have both picked up so much Spanish just from listening to the father speak to his son, that they both are answering questions and asking questions in Spanish now too. It really is amazing how much we can learn if we take each opportunity to do so.

Language is Culture in Motion

Language can be used as a tool for overcoming powerlessness. It can also be a social gift.  If we are committed to helping children learn to communicate with each other they will grow to become adults adept at negotiating peace, goodwill, and learn to be people who will care for the survival of our globe as a whole. Learning to speak another's language can mean reaching out to others across cultural and linguistic boundaries. Language is more than just a system to be explained, it is one of the most important links to the world and its people. Language is not only culture in motion, it is also the beauty of sharing. People interacting with people makes for a respectful human community allowed to see life through each others eyes. 

Why do we have so many students failing or struggling with their first Spanish class?

I taught Spanish 1 in a middle school for seven years and Spanish 1 in a public high school for several years. I have never seen so many students failing or struggling to pass a level 1 language class across different school counties.


After many years of observing this trend, I started asking myself, why do we have so many students failing or struggling with their first Spanish class? I came to the conclusion that our students have built two barriers in their mind: The negative stereotype against certain Spanish-speaking, minority groups; and the lack of language classes at early age.

We have to educate our children about the importance of learning a second language, especially Spanish. We have 392 million Spanish-speaking people in 22 countries in the world. Even though the U.S is not part of this group, the U.S has almost 45 million Spanish-speaking people making it the number three in the world, just after Mexico and Colombia. This means, we have more Spanish-speaking people in the U.S than the rest of the Spanish-speaking countries.

By 2050 the largest economies in the world will be as follows: China, United States (Spanish spoken by the majority), India, Brazil (Spanish spoken by all), and Mexico (Spanish only); Business magazine.

We don’t have control over the globalization trends, but we do have control over helping our children to get the language classes at early age.

Our goal in World Language is to help your children to be successful in their language journey. We help them to develop their listening and speaking abilities with games, music, art, and hands-on activities; in addition, we have created a new two-hour program to prepare your 4th and 5th graders. This class will help your children with reading, writing and grammar, so they are not part of the failing or struggling groups later on their academic life. We hope to motivate them enough so they want to continue their studies of a second language until they actually become bilingual.

We live in a small world now; our children will have to compete with students all over the world. Don’t wait until is too late.

Bilingualism vs monolingualism

By every language you learn, a new world is opened before you. It is like being born again and new ideas break up the mind with all the freshness and delight with which we may suppose the first dawn of the intellect to be accompanied.


The knowledge of other language gives a better insight into human relations and a deeper appreciation of man's struggles and achievements.

5 biggest mistakes parents make when trying to raise bilingual kids

1. Expect their children to learn a second language within 6 months or less; when it takes up to seven years of fully immersion.
2. Pull out their children from their bilingual education because they don't see immediate results.
3. Don't encourage their children to read or practice their second language at home. There are so many online resources that parents don't even need to be bilingual themselves.
4. Deny reality. Our children will have to compete with companies and/or employees all over the world and educated people everywhere else in the world speak at least 2 languages.
5. Don't realize than education is a long term investment, not a temporary expenditure

Remember second language acquisition takes time

Remember second language acquisition takes time. You will not see results right away, but by having your child listening and practicing a foreign language at least once a week, you are extending their critical period for learning a second language, and most importantly they are acquiring the ability to speak the language without or almost no foreign accent . Older learners would not reach this native-like speaking level.

“The Critical Period Hypothesis states that the first few years of life is the crucial time in which an individual can acquire a first language. If language input doesn't occur until after this time, the individual will never achieve a full command of language.”

Do you want your child to be bilingual?

It is important to understand the challenges and the process of learning a second language, so we can make the right choice as a parent and as a supporter of our child’s new journey.
How do we teach our classes and why?

Students learn new vocabulary and sentence structure using small felt figures, gestures, songs, games, and hands-on activities. These activities have been piloted with positive results on children for many years, once-per-week session giving us astonishing results with the students who stay in the program for at least one year.

This method of vocabulary learning turns classroom into a positive and fun learning experience. It follows the natural approach to learning a second language by providing the students with real-life experiences geared to learning vocabulary in a meaningful context, making language both more significant and more memorable. It also encourages the students to be active, enthusiastic and animated. Materials are presented in a simple comprehensible way.

The first activity is the introduction of new vocabulary with flashcards, felt animals, or toys. This activity promotes forming a mental picture of what it is said. Students learn from the very beginning to think in the foreign language; thus, avoiding translation. Then, the teacher asks the students to repeat the vocabulary and later integrates the same vocabulary in a song. The second activity consists of games. The teacher has at least three different games that relate to the same theme. The third activity involves children working individually doing exercises with paper, crayons, glue, and/or scissors. 

This communicative approach provides a language-learning environment free of anxiety.
 
Read more about how you can help your child to be successful on his new journey to learning a second language at http://www.wlispeak.org/parents.html

Don't give up

We are continuously hearing from parents who are concerned that their children are not learning anything in our once-a-week class. I have been teaching for over 12 years PK-12. I have seen the time it takes the students to be bilingual, as well as the process, and the frustration they have to go through in the middle and high school when they bombarded with the heavy grammar.

When I was teaching 6th grade, I noticed that the students who were exposed at least once-a-week to a language class throughout the elementary years were able to understand their new language much easier. They were not feeling frustrated or defeated because they couldn't understand their teacher. They had a window already opened in their mind, ready to absorb the new concepts. Most of the students who dropped out of Spanish were never exposed to a second language during their elementary years. They switch to different languages thinking that it will be easier, and in the end they quit their language class after the 2nd year, barely covering the minimal college requirement for admission. They give up their bilingual aspirations.

We have to remember that it takes many years of repetition to learn a second language, the same repetition we see in the math classes. I believe math and second languages follow the same pattern and process. They build on from year to year, and they require a lot of practice and repetition. I understand this process as a teacher and as an English student myself. I have never stopped learning my second language. Celia