LA-400S ECOND L ANGUAGE A CQUISITION  Eduardo Hernández Rangel  28/05/2011
28-5-2011Tabla de contenidoResearch question ................................................................................
28-5-2011RESEARCH QUESTIONWhich are the characteristics of interlanguage developed for a ten years oldchild while he is in...
28-5-2011considered in order to became bilingual. In this summary, it is showed the mostimportant in terms of its contextA...
28-5-2011wants to try this, the person has to have a very good English level; it is difficultto teach a different language...
28-5-2011Background of the participantEddie is studying at the primary school and after class he attends a classes in aEng...
28-5-2011FINDINGSReflection on recordingMy first intention with this work was to talk at home with my son Eddie but sometr...
28-5-2011errors. He made them but after using the same structures he produced thecorrected sentence but after, he made the...
28-5-2011CONCLUSIONSIn these days, factors such as the expansion of educational provision to manymore levels of society, m...
28-5-2011REFERENCESBahtia, T. K., & Ritchie, W. C. (2006). The habd book of bilingualism. Oxford:Blackwell.Baker, C. (2001...
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Type of interlanguage in ten years old child

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Type of interlanguage in ten years old child

  1. 1. LA-400S ECOND L ANGUAGE A CQUISITION Eduardo Hernández Rangel 28/05/2011
  2. 2. 28-5-2011Tabla de contenidoResearch question .......................................................................................... 2Introduction ................................................................................................... 2Theoretical Background ................................................................................. 2Research method and data collection............................................................. 4 Background of study ............................................................................................ 4 Background of the participant ............................................................................. 5 Methodology and data collection .......................................................................... 5Findings ......................................................................................................... 6 Reflection on recording ........................................................................................ 6Conclusion ..................................................................................................... 8References ...................................................................................................... 9 1
  3. 3. 28-5-2011RESEARCH QUESTIONWhich are the characteristics of interlanguage developed for a ten years oldchild while he is in the process of acquiring a second language?INTRODUCTIONThere are some strategies that can help children to acquire a second languagein a monolingual context. Some theories say that the best way to reach asecond language in a child is by exposing him/her in the target language whenthey are infants (Kendall King and Lyn Fogle, 2006). Another strategy thatenhances the acquisition of second language is by taking English classes in acontrolled environment, and one more is creating the adequate environment athome.Taking English classes is one of the best ways to foster bilingualism,especially if the parents do not speak the target language. Usually this type ofbilingualism is called sequential or successive because it supposes that thechildren already know the mother tongue, and the other language should belearned in preschool or primary school (Rosenberg, 1996). The decision abouttaking formal instruction must be taken by the parents and a plan for supportingthe decision is necessary to reach satisfactory outcomes.THEORETICALBACKGROUNDChildren bilingualism or infant bilingualism can be reached in two different ways,simultaneous and sequential. Simultaneous bilingualism consists in exposingthe children in both languages. For example, one parent speaks one languageand the other speaks a different language, the children may learn boothlanguage at the same time (Baker, 2001). On the other hand, sequentialbilingualism refers to acquire the language after the children already learnt themother tongue. In this case, nursery and kindergarten education help children toacquire the second language without formal instruction. Moreover children canbecome bilingual with a natural way independently whether is simultaneous orsequential, but in both cases is more effective that an adults. Romaine showsas six types of bilingualism and show us some strategies that can be 2
  4. 4. 28-5-2011considered in order to became bilingual. In this summary, it is showed the mostimportant in terms of its contextAccording to Romaine, there are six ways of acquiring bilingualism.Type one: “One person-one language”.Both parents speak different native languages and one of them speaks thedominant language of the community to his/her child. As a result, both parentsspeak their own language to their child simultaneously since birth.Type two: “Non-dominant home language”.Both parents speak two different native languages but they speak the nondominant language at home and children are exposed to the dominantlanguage of the community.Type three: “Non-dominant home language without community support”.Both parents who share and speak the same native language (non-dominantlanguage) to the children, so the children obtain the dominant language fromthe community.Type four: “Double non-dominant home language without communitysupport”.Both parents have different native languages (one parent Spanish- other parentEnglish) of the community (German) they are interacting with. Children then areexposed to three different languages, so the child is exposed to threelanguages (trilingual children).Type five: “Non native parents”.Both parents speak the same language as the language of the community butone of parents addresses the child with a different language. I think this is thecase of my son (Eddie).I am not good English speaker and that is one of the reasons why I am studythe LEI program. I want to teach my soon of this way; however, if somebody 3
  5. 5. 28-5-2011wants to try this, the person has to have a very good English level; it is difficultto teach a different language that it is spoken in the community especially if justone of the parents try to teach the child, and it is not his o her native language.Type six: “Mixed languages”.Both parents and the community are bilingual the parents code switch and mixlanguages.Bilingualism is considered a necessity around the world. Families want to reachbilingualism for their kids or for their young people including adults. Adults andchildren can become bilingual taking in consideration these routes: learning twolanguages early at home, acquiring a second language in the street, learningthe other language in the neighborhood or taking formal language classes(Baker, 2001). Independently which route is taken or which strategy is used,both, children and adults can reach bilingualism later or early.RESEARCH METHOD AND DATA COLLECTIONBackground of studyWhen I started my English studies, my first idea was to speak the languagefluently. Since then, when I finally understood how the English languageinfluences our lives, I immediately changed my mind, and I figured out that I hadthe commitment to help my child to understand the language. Now, I am incontact with the language, and I think that it is possible to provide a wide rangeof opportunities for my child in order to, he learn the language too, and takeadvantage about his age. I do not know how much language he is capable toacquire and which kind of interlanguage he develops while he learns it. Thefinality of this experiment is that my son reaches a second language, but I amvery interested in observing how he develops his own interlanguage system. Iknow, It is a complex process, and I have to be constant and consistent if I wantto achieve the goal of my research. My son is ten years old and according toKessler (1984), it is possible that a child acquires the language in the schoolage. Some other authors say that kids can acquire a second language beforethe brain becomes lateralized. Eddie is attending six hours of formal Englishclasses, and he has six hours per week of instruction. 4
  6. 6. 28-5-2011Background of the participantEddie is studying at the primary school and after class he attends a classes in aEnglish school. He is eleven years old and is in fifth grade. When he finishesthe school, he goes back at home, and at 5:30 he attends his English classesfrom 5:30 pm to 7:00pm every day except on Fridays. He has taken almost oneyear of English Instruction and almost 300 hours during the whole year.Methodology and data collectionThis case of study consists of analyzing the interlanguage developed by a tenyears old child exposing in a formal English class. He is attending to privateEnglish classes in which he has 300 hours of instruction. The type of instructionhe has been exposed is entirely using the communicative approach, nogrammar classes are given in the class.According to Gebhard and Oprandy, teaching exploration is the opportunity thatevery teacher has to analyze, think, understand, and discovery the process ofteaching even though they have years of experience. Teachers can explore anddiscovery things, about their teaching that has been hidden for years, and theynever realize whether something is wrong or good for their own teaching untilwe pay conscious attention.Gebhard and Oprandy explained the way to explore our teaching by observingus. I am going to use this methodology used for observing teachers in order toobserve my son. I decided to record the class because he does not want to talkwith me. He is always reluctant to talk at home and said to me “Puesve a laescuelaparaque me veashablar”. I cannot convince him to participate in thisproject, of course he does not know about it. I talked with the teacher, and shepermit to me recording the class in order to analyze the set of vocabulary myson developed. 5
  7. 7. 28-5-2011FINDINGSReflection on recordingMy first intention with this work was to talk at home with my son Eddie but sometroubles were present, and I changed the way I was going to do this work. Heconstantly is reluctant to talk in English at home. I try to encourage him in orderto keep a conversation or to interact in English but when I attempt to do it, hefeels uncomfortable, and starts to say “no se lo que me dices” and stops talking.Due to he always avoids talking in English at home with me; I decided to recordthe class and analyze the content in order to observe and reflect about theinterlanguage system Eddie has created. I request for permission to theteacher, and she accepted, and I got the video.I saw three videos and it was a little difficult to see the interlanguage that myson has developed because during the classes just were conducted as aquestion-response. I mean the teacher make a question and my son response.The first question the teacher did during a class was “How old is she?”, showinga picture. Eddie answered, “She has 24 years old” after a time she asked thesame question with another picture, and Eddie answered, “She has 20 months”.I saw that he is using “has” instead of “am/is/are”.Eddie said, “He have glasses” when he was describing a picture. In this part, heforgot to change the verb “have” to “has”. I do not know whether he is omittingusing the third person or this is another kind of rule he has created.In another section of the video, I realized that Eddie forgot to add the “s” in thethird persons. I am confused because he said, “He live in San Javier” and theteacher corrected him but in the other hand after a time he said, “He has twobrothers”, in this occasion, he produced the correct sentence, although I believethat he made a mistake in the use of the verb “Have/has” because, after that hedid not make that mistake again.According to Ellis, R. errors are difficult to identify, and I agree because afterwatching the video I could not identify exactly whether he made mistakes or 6
  8. 8. 28-5-2011errors. He made them but after using the same structures he produced thecorrected sentence but after, he made them again. He went back and forwardwith the errors.Eddie was talking about describing himself, and he said “I am eleven years old”,“I am from Guanajuato”, “I live in Pueblito the Rocha”, “I like hamburger,palomitas etc.” but when he wanted to express something that dislikes to him,he said “I’m not like something”. Here is a very clear form of interlanguagebecause he created his own rule using the verb “like” with the negative “not”. Isuppose that he thaught that join “like” with negative it would be the correctform. 7
  9. 9. 28-5-2011CONCLUSIONSIn these days, factors such as the expansion of educational provision to manymore levels of society, massive population shifts through migration, andtechnological advances in communication have served to accentuate our senseof a visibly and audibly multilingual modern world (Milroy and Muysken, 1995:1).As a result of over half the population of the world is bilingual and many peopleare multilingual. They acquire a number of languages because they need themfor different purposes in their everyday interactions (Holmes, 2008:74).According to Baker (2001) there is an initial distinction between simultaneousand sequential childhood bilingualism that separates children who are exposedto two languages from birth, from those who acquire a second language later(Holmes, 2008:87). As a consequence of those distinctions, the importance ofimplementing strategies proposed by Romaine (1993) as ways of fosteringbilingualism in children are essential in the development of bilingualism.Independently, which type of bilingualism, all learners are going to produce alanguage system between mother tongue and target language calledinterlangauge system that is considerate as a natural process in the process oflearning of a second language. 8
  10. 10. 28-5-2011REFERENCESBahtia, T. K., & Ritchie, W. C. (2006). The habd book of bilingualism. Oxford:Blackwell.Baker, C. (2001). Foundations of bilingual education and bilingualism.Clevedon: Multilingual Matters.Gebhard, J., & Oprandy, R. (1999). Language teaching awareness. A guide toeploring beliefs and practices. Cambridge.Ho, B. (1995). ELT Journal. ELT Journal, 4911.Holmes, J. (2001). An Introduction to Sociolinguistics. Pearson Education.Ricards, J. a. (2002). Lognman Dictionary of Language Teaching and AppliedLinguistics (3 ed.). London: Logman.Richards, J., & Lockhart, C. (1994). Reflective teaching in second languageclassrooms. Cambridge.Rod, E. (2003). Second Language Acquisition (9 ed.). New York: OxfordUniversity Press.Romaine, S. (1994). Language in Society: An Introduction to Sociolinguistics.Oxford: Oxford University Press. 9

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