WORK OF ENGLISH TEACHING PRACTICUM I

1. 13/05/2015
LICENCIATURA EN LINGÜÍSTICA
APLICADA AL IDIOMA INGLÉS

2. AGE AND ACQUISITION
MORE RELEVANT ASPECTS
 CRITICAL PERIOD HYPHOTESIS:
This period indicates that there is a critical period for language
acquisition and that in the life of the people if there is a
biologically determined period when language can be acquired
more easily, very apart which time language is difficult to
acquire.
Initially this period was considered only to first language. After
Pathological studies about children who failed to acquire the
1st language demonstrated that the age isn´t relevant fact to
acquire a language if the correct environmental stimuli were
not present at the crucial stage.
In account to the acquisition of the 2nd language, the critic
period according to the some researchers, occurs around
puberty, assuming as real that by the age of 12 or 13 years,
people are successful to acquire a second language, which
must be discussed in undertand what means the term
successful to assume as true this assumption.
13/05/2015
L I C E N C I A T U R A E N L I N G Ü Í S T I C A
A P L I C A D A A L I D I O M A I N G L É S

3. AGE AND ACQUISITION
MORE RELEVANT ASPECTS
 COGNITIVE CONSIDERATION:
Human cognitive develops rapidly through the first sixteen years of life and less rapidly
there after.
Some cognitive changes are critical; others are more gradual and difficult to detect. A
critical stage for a consieration of the effects of age on second language acquistion appears
to occur, in Piaget´s outline, at puberty (age eleven in his model). A person becomes
capable of abstraction, of formal thinking which trascends concrete experience and
direct perception Cognitively, a strong argument can be made for a critical period of
language acquisition and the concrete formal stage transition.
 AFFECTIVE CONSIDERATION:
Human beings are emotional creatures. At the heart of all thought and action is emotion. As
intelletual, as we would like to think we are inlfuenced by our emotions, it is only logical,
then, to look at the affective (emotional) domain for some of the most significant answers
to the problems of contrasting the differences between first and second language
acquisition.
 LINGUISTIC CONSIDERATION:
We have go for looked at learners themselves and considered a number of different
issues in age and acquisition Now we turn to some issues that center on the subject
matter itself: language. What are some of the linguistic considerations in age related
questions about SLA? A growing number of research studies are now available to shed
somelight on the linguistic processes of second language learning and how those
processes differ between children and adults.
13/05/2015
L I C E N C I A T U R A E N L I N G Ü Í S T I C A
A P L I C A D A A L I D I O M A I N G L É S

4. AGE AND ACQUISITION
MORE RELEVANT ASPECTS
 HEMISPHERIC LATERALIZATION:
It refers to certain functions are assigned, or lateralized in the
human brain, which is dividedn into two hemispheres left and
right. Each hemisphere controls its own unique set of activities or
tasks. The right side of the brain tends to be more dominant in
creative activities while the left side tends to be more dominant in
logical or analytical activities.
Language functions may be controlled in the left hemisphere,
however there is a great conflict of evidence. For example,
patients who have had left hemispherectomies have got evidence
of comprehension and production abut a great amount of
language.
A researcher called Eric Lenneberg indicates that lateralization is a
slow process that begins around the two years and is completed
around puberty. In this time, the child is neurologically assigning
functions little by little of a side of the brain or the other.
13/05/2015
L I C E N C I A T U R A E N L I N G Ü Í S T I C A
A P L I C A D A A L I D I O M A I N G L É S

5. AGE AND ACQUISITION
MORE RELEVANT ASPECTS
 INTERFERENCE BETWEEN FIRST AND SECOND
LANGUAGE:
A research focused in both children and adults, the effects of
interference in the acquisition of the first and second language.
This confirmed that the linguistic and cognitive processes of
language learning in young children are in general similar to first
language process.
Adults second language linguistic processes are more vulnerable to
the effect of the first language on the second, especially the
farther apart two events are. Whether adults learn a foreign
language in a classroom or out in the «arena», they approach the
second language either focally or peripherally systematically.
Adults are more cognitively secure appear to operate from the
solid foundation of the first language and thus manfiest more
interference. Adults and children alike appear to have the capacity
to acquire a second language at any age.
13/05/2015
L I C E N C I A T U R A E N L I N G Ü Í S T I C A
A P L I C A D A A L I D I O M A I N G L É S

6. AGE AND ACQUISITION
MORE RELEVANT ASPECTS
 LANGUAGE AND THOUGHT:
The first and second language acquisition is the precise
relationship between language and thought. The language
helps to shape thingking, and thinking helps to shape
language.
The second language learner is clearly presented with a big
task in sorting out new meanings from old, making differences
between thoughts and concepts in one language that are
similar, but not such parallel to the second language, maybe
acquiring a whole new system of conceptualization.
13/05/2015
L I C E N C I A T U R A E N L I N G Ü Í S T I C A
A P L I C A D A A L I D I O M A I N G L É S

7. AGE AND ACQUISITION
MORE RELEVANT ASPECTS
13/05/2015
L I C E N C I A T U R A E N L I N G Ü Í S T I C A
A P L I C A D A A L I D I O M A I N G L É S