This document summarizes a class session on theories of second language acquisition. It discusses: 1) Theories from Krashen and Cummins including the learning vs acquisition hypothesis, natural order hypothesis, monitor hypothesis, input hypothesis, affective filter hypothesis, BICS, and CALP. 2) Stages of second language acquisition including the pre-production, early production, speech emergent, beginning fluency, intermediate fluency, and advanced fluency stages. 3) An overview of linguistic knowledge including pragmatics, lexicon, phonology, semantics, syntax, and morphology.

1. LCRT 5810: WORKSHOP IN LANGUAGE
ACQUISITION & LITERACY DEVELOPMENT
WELCOME BACK!
TAKE A LOOK AT THE ‘LANGUAGE PUZZLE’
ON YOUR TABLE – CAN YOU FIGURE IT OUT?
Class Session #5: Face to Face
October 18, 2014
Dr. Sherry Taylor

2. TODAY’S AGENDA
Second language acquisition
 Stages of language development
A Review of Phonetics and Pragmatics
Phonology
Morphology
A Preview to Syntax
 Overview of the Oral Language Analysis Assignment
 Oral Language Analysis Workshop: Working with your
transcript!
Ways with Words Group Discussion

3. SECOND LANGUAGE ACQUISITION (SLA)
A HISTORICAL VIEW & MORE
Grammar-Translation
Structural linguistics
Behaviorism

4. THEORIES OF SECOND LANGUAGE ACQUISITION
A HISTORICAL VIEW
 Grammar-Translation: Knowing a language
involves being able to translate for reading & writing
purposes;
 Structural linguistics: Studying languages using
the grammar and sound structures; Proposed that
knowledge of a language with similar structures as
a second language allows for easy transfer of
linguistic knowledge and easy learning of the
second language.
 Behaviorism: The learner is a “Blank Slate.”
Stimulus – reward involved in language learning;
Stimulus-response/ Sample teaching approaches
include.

5. CURRENT THEORIES OF
LANGUAGE DEVELOPMENT
Krashen’s theories
1) Learning vs. acquisition
hypothesis
2) Natural order
hypothesis
3) The monitor hypothesis
4) The input hypothesis
5) Affective filter
hypothesis
Cummin’s theories
1) Basic Interpersonal
Communication Skills
2) Cognitive Academic
Language proficiency

6. Dr. Krashen
An expert in the field of
linguistics, specializing in
theories of language acquisition
and development (Retired from
USC)
- Much of his recent research
has involved the study of non-
English and bilingual language
acquisition.
- During the past 20 years, he
has published well over 100
books and articles.

7. Key elements of Krashen’s theories
"Acquisition requires meaningful interaction in the
target language - natural communication - in which
speakers are concerned not with the form of the
utterances but with the messages they are conveying
and understanding."
"The best methods are therefore those that supply
'comprehensible input' in low anxiety situations.”
“These methods do not force early production in the
second language, but allow students to produce
when they are 'ready', recognizing that
improvement comes from supplying comprehensible
input, and not from forcing and correcting production."

8. The Five
Hypotheses
- Learning vs. acquisition hypothesis:
Learning restricted to school context, acquisition is
learned through day to day actions.
- Natural order hypothesis: Why children say
mama before they can say rabbit. The plural marker
“s” shows up on nouns like “toys” before it shows up
in present tense verbs such as, “he plays.”
- The monitor hypothesis: Why speakers know
“He is married to her” sounds better than “He is
married with her.” Or why we know to self-correct
once we have re-played our utterance in our head.
- The input hypothesis: Students can “reach for”
& comprehend language input that is only slightly
beyond their current level.
- Affective filter hypothesis: Boredom and
anxiety are huge ”affective filters.” Proficient
speakers of a second language will sometimes lose
their proficiency in situations where their anxiety is
increased.
Krashen

9. JIM CUMMINS
Professor at the Ontario Institute for
Studies in Education of the University of
Toronto where he works on language
development & literacy development of
learners of English as an additional
language.
In 1979 Cummins coined the
acronyms BICS and CALP to
refer to processes that help a
teacher to qualify a student's
language ability. They are still
used in the field of SLA today.

10. TWO VERY DIFFERENT TYPES OF
LANGUAGE SKILLS
Basic Interpersonal
Communication Skills
(BICS): Language skills that
allow students to communicate
in everyday language and social
contexts (cafeteria, chatting,
etc.).
Cognitive Academic Language
Proficiency (CALP): Language
skills needed for academic
tasks, abstract learning of
content that is presented with
limited context & few concrete
cues (liberty, revolution,
photosynthesis, etc.)

11. THE ICEBERG METAPHOR
BICS-Basic Interpersonal Communication
Skills is the ‘above the surface’ language –
obvious, concrete, conversational,
supported by contextual clues.
CALP-Cognitive Academic Language
Proficiency is the vastness of the ‘below
the surface’ underlying proficiency –
abstract & analytic with limited contextual
clues.

12. RELATIONSHIP BETWEEN BICS AND CALP
- Like an iceberg, BICS may represent only
about 10% of the overall proficiency of an
academically competent learner……but it is
the language that is most often heard, shared,
and obvious.
- The key to understanding the relationship
between the above (BICS) and below the
surface (CALP) features includes
understanding the role that first language
proficiency and age of arrival with respect to
immigrants in the U.S.
Hetty Roessingh, PhD University of Calgary, Faculty of Education,

13. RELATIONSHIP BETWEEN BICS AND CALP
- A student often achieves BICS, the
communication used in daily routines
in 2-3 years.
- A student will need 5-7 years to
achieve CALP, the language necessary
for academic success.
Hetty Roessingh, PhD University of Calgary, Faculty of Education,
2005

14. WHAT HAVE YOU OBSERVED?
 What aspects of Krashen’s or
Cummins’ theories do you
observe with the students in
your classroom? With the
Case Study learner?
 Do you have students who are
learning English as an
additional language and have
strong conversational skills,
yet struggle with academic
English?
 How can we make our lessons
more contextualized to better
support students’ CALP?
And, What do you DO?
 How do you help students
activate their background
knowledge about a topic can
increase knowledge up to 50%.
 What are ways that you build
background knowledge when
introducing content?
 How do you “activate” your
background knowledge?

15. WHAT DOES IT MEAN TO ACQUIRE
AN ADDITIONAL LANGUAGE?

16. ACQUIRING AN ADDITIONAL LANGUAGE
Second-language acquisition assumes that the learner has a
foundation and solid knowledge
of the first language (L1).
Given such a solid foundation in L1, the learner moves
through the process of learning a new language, including
phonological components, vocabulary, grammatical
structures, and writing systems.
The process is not linear, it is more like
a zig-zag process

17. ACQUIRING ENGLISH AS AN
ADDITIONAL LANGUAGE
Learners of an additional language rely on
language input and modifications from proficient
speakers who…..
support successful conversational exchanges
and comprehension of the additional language.

18. STAGES
OF
SECOND LANGUAGE
ACQUISITION

19. Pre-production
STAGE 1: The silent period;" when the student takes in the
new language but does not speak it. This period often lasts six
weeks or several months, depending on the individual.
Early
production
STAGE 2: The individual begins to speak using short
words and sentences; emphasis is still on listening and
absorbing the new language; many errors in this stage that can
last 3 months or longer.
Speech
Emergent
STAGE 3: Speech becomes more frequent, words and
sentences are longer; student still relies heavily on context
clues and familiar topics. Vocabulary continues to increase in
this stage that can last 6 months to around 2 to 3 years; errors
begin to decrease in common or repeated interactions.
Beginning
Fluency
STAGE 4: Speech is fairly fluent in social situations with
minimal errors. New contexts and academic language are
challenging; individual struggles to express herself due to
gaps in vocabulary and appropriate phrases (2 to 3 years
depending on the individual).

20. Intermediate
Fluency STAGE 5: Communicating in the second language is
fluent, especially in social language situations; individual
is able to speak almost fluently in new situations or in
academic areas, but there will be gaps in vocabulary
knowledge and some unknown expressions; fewer errors,
and the individual is able to demonstrate higher order thinking
skills in the second language such as offering an opinion or
analyzing a problem (3 to 6 years depending on the individual).
Advanced
Fluency STAGE 6: The individual communicates fluently in most
all contexts and can maneuver successfully in new contexts
and when exposed to new academic information. At this
stage, the individual may still have an accent and use
idiomatic expressions incorrectly, but the individual is
essentially fluent and comfortable communicating in the
second language (5 to 7 years or never depending on the
individual).

21. WHAT
DO WE KNOW
WHEN
WE KNOW A LANGUAGE?

22. WHAT DO WE KNOW?
 Pragmatics
 Lexicon
 Phonology
 Semantics
 Syntax
 Morphology
-- Try out your
knowledge!

23. WHAT KNOWLEDGE ABOUT THE ENGLISH
LANGUAGE ALLOWS YOU TO FIGURE OUT THE
INTENT BEHIND THESE UTTERANCES?

- Don’t go in there!
- Write your name in the upper right-hand
corner of the paper.
- Record the data in your notebook.




24. WHAT KNOWLEDGE ABOUT THE ENGLISH
LANGUAGE ALLOWS YOU TO FIGURE OUT WHY
ONE OF THESE SENTENCES SOUNDS “MORE
CORRECT” THAN THE OTHERS?
- He has three black big dogs.
- He has black big three dogs.
- He has three big black dogs.

25. WHAT KNOWLEDGE ABOUT THE ENGLISH
LANGUAGE ALLOWS YOU TO FIGURE OUT
HOW TO COMPLETE THIS SENTENCE?
A _______ _______ed
the ________s.

26. WHAT KNOWLEDGE ABOUT THE ENGLISH
LANGUAGE ALLOWS YOU TO FIGURE OUT
THE PRONUNCIATION
& PATTERN OF THESE PLURALS?
cats dogs
puppies tubes

27. WHAT KNOWLEDGE ABOUT THE ENGLISH
LANGUAGE ALLOWS YOU TO DETERMINE
WHEN TO USE EACH OF THESE STATEMENTS?
- The dude like, uh - you know, skipped class.
- The student missed history class.
- The adolescent deviant was absent from his
academic studies and therefore truant.

28. WHAT KNOWLEDGE ABOUT THE ENGLISH LANGUAGE
HELPS YOU FIGURE OUT WHAT LETTERS COULD FIT
IN THE BLANKS BELOW TO MAKE A WORD?
Q __ __ __ N
T L __ __ __ __ T
Q __ __ __ __ __ __ N
N __ __ __ __ T L

29. WHAT KNOWLEDGE ABOUT THE
ENGLISH LANGUAGE HELPS YOU FIGURE OUT
WHAT MAKES THESE SENTENCES AMBIGUOUS?
- She told us she would do it yesterday.
- I saw the thief with my glasses.

30. What do you know? How do
you use your knowledge about
the language to make meaning?

31. THINKING ABOUT WHAT WE
KNOW WHEN WE KNOW A
LANGUAGE
 Pragmatics
 Lexicon
 Phonology
 Semantics
 Syntax
 Morphology
Try out your
knowledge!

32. PHONETICS
The branch of linguistics that studies the
physical production of speech sounds and
how these sounds are formed in the mouth.
How sounds are formed in the mouth, the
location of the lips, teeth, velum, tongue, etc.
Articulatory phonetics (our focus in LCRT 5810): The
study of how the vocal tract & mouth parts produce influence air
flow to produce sounds..

33. PHONETICS IS NOT TO BE CONFUSED
WITH . . .
Phonics: A reading method
involving letter-sound recognition.

34. ARTICULATORY PHONETICS:
GIVE IT A TRY!
Repeat “Peggy
Babcock” 10 times.
What happens when
you say it fast?
 Why?
Look look at the diagram here.
On your own, look at the table in
LP page 20 for more about
articulation points, air flow, and
vocal cords.

35. ARTICULATORY PHONETICS
The study of how the vocal tract & parts of
the mouth form & produce the sounds.
Speech is produced when we fill our lungs with air
and expel it.
 The air gets obstructed as it is expelled which
results in a variety of speech sounds.
How is the air flow obstructed in the
mouth? 1 minute brainstorm.

36. WHAT HAPPENS TO THE AIR FLOW?
Where does the air
exit?
How is the air
obstructed?
What are the vocal
cords doing?
What parts of the
mouth or cavity form
the obstruction?
What are the points of
articulation?

37. HOW IS THE AIR OBSTRUCTED?
WHAT ARE THE POINTS OF ARTICULATION?
FOCUS ON CONSONANTS:
Peggy (P= Bilabial stop)
Babcock (B= Bilabial stop)
peGGy (G = Velar stop)
babCoCK (K = Velar stop)
Peggy (P= Bilabial
stop, voiceless)
Babcock (B= Bilabial
stop, voiced)
 peGGy (G = Velar
stop, voiced)
 babCoCK (K = Velar
stop, voiceless)

38. http://www.tubechop.com/watch/3744139

39. WHAT ABOUT VOWELS?
Vowels have no obstruction of air
Vowels are distinguished by height of the tongue &
the shape the oral cavity takes on as a result of the
tongue’s position
Tension in the tongue & jaw influence vowels
Vowels are formed by the rounding of the lips

40. VOWELS: BEAT AND BAT

41. TONGUE POSITION IN MOUTH:
HIGH, MID, LOW
 HIGH / FRONT BACK
 MID
 LOW

42. HAVE YOUR HEARD STUDENTS SAY THIS?
OR SEEN THIS IN STUDENTS’ WRITING?
 Sheet “Sh*t”
 I hit with a bat. “I heat wid a bet.”
It is difficult to enunciate a phoneme when it does not
exist in your first language.

43. PHONOLOGY
Phonology is the study of sound patterns
found in human language;
It also refers to the kind of knowledge that
speakers have about the sound patterns of
their particular language.
“CH” but not “TL” in English
And the ways in which languages classify
sounds & the consequences of these
classifications.

44. MORPHOLOGY
Morphology is the study of word
construction.
It includes the internal structure of words
and the rules by which words are formed;
And, the meaning that word parts carry.
E.g. Prefixes, suffixes and more!
Secure…..insecure (in = not)
Polite….impolite (im = not)

45. MORPHOLOGY
Insecure …………. Impolite
WHY BOTH?
Why not “inpolite”
Here is why:
[n] is alveolar - and - [p] is bilabial
What happens when your mouth tries to move from [n] to
[p] quickly? What is [m]? How is it formed in the mouth?
Too awkard to move from [n] to [p] regularly!
This is why we have Allomorphs, when changes are made to
accommodate a neighboring sound.

46. YES….. MORPHOLOGY & PHONOLOGY
CAN INFLUENCE EACH OTHER
When there are competing
demands between morphology
and
phonology, one will influence
the other.

47. WHY DO TEACHERS NEED TO KNOW
ABOUT MORPHOLOGY?
• Studies have shown that children’s difficulties with
the spelling of many words can be reduced by
helping them become aware of the morphemes
that compose words;
• Children who are aware of morphemes have
improved vocabulary growth;
• When there is growth in a student’s vocabulary,
reading comprehension improves.

48. WHY DO TEACHERS NEED TO KNOW
ABOUT LEXICON?
Lexicon includes a range of words, synonyms,
antonyms; the use of precise or vague words;
Keep in mind, that most of us have a vocabulary we
comprehend and one we use
(i.e., competence & performance).
Have you heard these uses before?
“The championship game is Legacy versus Monarch.”
“She versed me in tetherball.”

49. WHY DO TEACHERS NEED TO KNOW
ABOUT SYNTAX?
Syntax includes language structures and how to
place or sequence parts of speech.
Syntax includes the rules of a language that govern
word order and sentence formation.
“John cried.”
“John cried about the baby.”
BUT NOT……
“John cried the baby.”

50. WHY DO TEACHERS NEED TO KNOW
ABOUT SEMANTICS?
Semantics is the study of how to send a
message that carries meaning.
Semantics involves understanding & using the
correct use of content & functions words.
SYDNEY: 5 years old
Syd: ” What are you doing daddy?”
Dad: “Making the bed.”
Syd: “Daaaaaddyyyyy No!.....it's already a bed!!!!!”

51. WHY DO TEACHERS NEED TO KNOW
ABOUT PRAGMATICS ?
Pragmatics is knowing how to send & receive
a message that is appropriate to the speaker
according to the social & cultural contexts.
Having the ability to switch register or dialect or
language for the appropriate context & partner.
Understanding how to use language & for a variety
of functions.

52. PRAGMATICS
Language Functions
(Halliday)
Maxims
(Grice)
Instrumental (satisfy needs)
Regulatory (to control)
Interactional (social maintenance)
Personal (personal expression)
Heuristic (exploring one’s world)
Imaginative (pretending, using
imagination)
Representational/informative
(conveying info to others)
Relation: We expect content of
conversation to be relevant
Quality: We expect content of
conversation to be reasonable &
truthful
Quantity: We expect the
conversation to contain the “right”
amount of information
Manner: We expect the
conversation to be “easy” to follow,
i.e., audible, sequenced logically, clear
meaning (not ambiguous)

53. TOOLS FOR ANALYZING LANGUAGE:
PRAGMATICS
Language Functions
(Halliday)
Grice’s maxims
Shifting registers
(formal/informal);
Use of slang
Ability to correct &/or
redirect
 Discourse functions
(declaratives,
questioning, imperatives,
exclamations);
Using rising or falling
intonation to send
meaning;
Restricted code (insider
info), elaborations needed;
Lexical ambiguity (vocab)
or structural ambiguity
(unclear message).

54. MORE TOOLS FOR ANALYZING LANGUAGE:
LINGUISTICS & LANGUAGE SYSTEMS
 Phonology
 Phonetics
 Morphology
 Syntax
 Semantics
 Pragmatics
 Stages of 1st language
development or 2nd
language acquisition

56. CASE STUDY
PROGRESS
8 sections
1) Abstract
2) Learner Background Done!
3) Analysis of Oral Language In progress!
4) Analysis of Reading
5) Analysis of Writing
6) Discussion of Findings and Conclusion
7) Works Cited
8) Appendices
Learner Interview and Profile Done!
Coded Transcript Analysis In progress!
Reading and Writing Samples In progress!

57. CASE STUDY
Purpose:
To examine language and literacy development as
these apply to literacy instruction relevant to
your teaching context, you will identify a learner
whose language and literacy you will analyze in
social and academic contexts.
Select a learner who is average or struggling with
language or literacy and collect samples of oral
language, reading, and writing.
 Use concepts and frameworks addressed in the
course readings to analyze the language and
literacy samples.

58. CASE STUDY
 Record several samples of your learner’s oral
language in academic and social settings.
Select representative segments of the oral
language sample & transcribe WHAT & HOW
the learner communicates.
Collect several reading and writing samples
(e.g., running records, DRAs, essays, dictated
stories, etc.)
Analyze the oral language, reading, and writing
data & make connections between the
learner’s language and literacy use.

59. LCRT 5810
Oral Language Analysis
Workshop

60. TODAY’S WORK
Overview of the Case Study Progress
Overview of the Oral Language Analysis
assignment & rubric
Analyze the oral language data using the
transcript & looking for the learner’s use of
language functions and the language
systems

61. WORKING LUNCH

62. ANALYZING ORAL LANGUAGE:
WHAT ARE WE GOING TO DO TODAY?
 Look for patterns in the
learner’s language (Today & on
your own)
 Analyze & color-code the
transcript for language
functions & language systems
using resources provided
(Today & on your own)
 Record examples of
“strengths,” “approximations,”
and “strategies” (used by the
learner or to support instruction)
on the tables provided (Today &
on your own)
 Use the resources provided to
identify the learner’s stage &
characteristics of oral language
development (Today & on your own)
 Write your oral language analysis
to include: a summary of the
analysis information anchored in
course readings to articulate your
understanding of the research; Use
APA writing style (On your own).

63. WAYS WITH WORDS:
DISCUSSION GROUPS
FOCUSED QUESTIONS
 What are distinct
characteristics of oral
language in your
community? What is
valued?
 How do children interact
with other children and with
adults in your community?
 How is print used in your
community? How is it
viewed?
 How do religion and church
influence the use of
language and literacy in
your community?
 Consider the purpose of oral
language, conventions of oral
language, morals and lessons
taught using oral language,
creativity around use of oral
language, and truth related to
what children say.
 In what ways do the language
& literacy skills and life
lessons taught in the 2
communities align (or not) with
(a) school expectations, (b)
school language, (c) school
reading & writing activities?

64. THE TOWNSPEOPLE…. THE TEACHERS
 What are your predictions regarding the
interactions between the townspeople and these
two communities?
What strengths will the townspeople recognize in
the children of Trackton? Roadville?
 What challenges will the townspeople view in the
children of Trackton? Roadville?
….. with respect to(a) school expectations, (b)
school language, (c) school reading & writing
activities?

65. LOOKING AHEAD
See Dates & Detailed Guidelines in
CANVAS for Session #5 ONLINE
TOPICS:
- Work on Oral Language
Analysis& Summary (draft)
- Ways with Words: The
Townspeople
ASSIGNED READINGS:
-Review assigned readings to find
references & citations to ground
the Oral Language Analysis &
Summary
-Read all of WWW, chapter
BRING TO CLASS SESSION #7
(11/1):
Paper copy of your draft of the
Oral Language Analysis
SUBMIT TO CANVAS (by 11/1):
WWW Notecatcher chapter 7
If you do not have reading & writing
data from learner, be sure to collect
these ASAP!
Reading & Writing Analysis
Workshop set for Class Session #7.