This document discusses several factors that influence second language acquisition, including biological, cognitive, affective, and linguistic considerations. Biologically, there is a critical period for acquiring a second language that ends around puberty, when lateralization of brain functions is complete. Cognitively, children and teenagers acquire language differently than adults. Affective factors like inhibitions and identity can also influence acquisition. Linguistically, acquiring two languages simultaneously is different than acquiring one, and code-switching between languages is common for bilingual speakers.

1. By: Gabriela Flores
ESPE UNIVERSITY

2. • It refers to the period of time when a person can not
acquire language or it turns more dificult than in
other moments.
• There is a biological timetable in all human being to
acquire a first or second language.
• According to some authors the most critical point for
a second language occurs around puberty.

3. • Lateralization is when certain functions of the brain are a asigned to
the left or right hemisphere of the brain.
• In the left hemisphere are located the intellectual, logical and analytic
function.
• In the right hemisphere is located the function related to emotional
and social needs.
• Functions related to language appear mostly in the left hemisphere.
• Lateralitation starts around the age of two and is completed around
puberty.
• The plasticity of the brain helps children before puberty to a acquire
first and second language.

4. COGNITIVE CONSIDERATION:
• Human cognitition develops rapidly through the first sixteen years of life.
• Different from children and teenagers adults acuire second language by grammatical explanations and
deductive thinking.
• Lenguaje interacts with cognitiion to achieve equilibrium.
AFFECTIVE CONSIDERATIONS: Affective factors are related to the age of language acquisition.
• Innhibitions
• language ego
• Second identity
• Peer presure
LINGUISTIC CONSIDERATIONS
• Bilingualism: learning two languages at the same time.
• There exist the code-switch of language.
• Bilingual speakers have one meaning with two languages in operation.
• Both languges are acquired slower tha learning just one.
• Bilingual children have a greater mental flexibility.

5. • It is when the first language is used as an aid when
talking in the second language.
• In children the interference doesn’t appear as a marked
contrast.
• In adults, due to the difference in the acquisition of
second language (grammar, linguistic rules and
environment) the interference is notably in some cases to
bridge gaps.
• The use of the first language can be interpreted as a
facilitating factor more than an interference.

6. • Lenguage es linked to the human thought.
• Lenguaje helps to shape thinking and thinking helps to
shape language.
• Speaker must distinguish thoughts and concepts on the
second language which can be in some cases be similar
to the first language which can convey a new system of
conceptualization.