This document discusses language acquisition for ESL students. It addresses several myths around language learning and emphasizes that language acquisition is influenced by socio-cultural, linguistic, academic, and cognitive development factors. The Prism Model illustrates how these interdependent factors come together in second language acquisition. Younger students can acquire native-like pronunciation more easily than adults, but older students learn more quickly overall. Both social and academic language development are important. Current instructional approaches aim to integrate language and content while valuing students' first languages and cultures.

1. Language Acquisition

2. Introduction
• What works best for ESL students?
• Language is not taught in isolation
• Movement towards a constructive, holistic
approach

3. Language and Culture
In this presentation:
– Language Acquisition
• The Prism Model
• L2 Processes
– Instructional Approaches to ESL
– Culture: Perspectives and Processes

4. Language Acquisition
• Myth 1: L2 learning is simple and quick for
young students
• Myth 2: L1 “interferes” with L2
• L2 Acquisition in schools is affected by:
– Socio-cultural processes
– Language development
– Academic development
– Cognitive development

5. Language Acquisition
• The Prism Model (Thomas & Collier,
1997)
Social
And
Cultural
Processes

6. Socio-Cultural Processes
• Central to L2 acquisition in schools
• Involve factors such as:
– Setting: home, school, community, society
– Individual: self-esteem and anxiety (affective)
– School: classroom environment and programs
– Community: acceptance and support
• These factors can strongly influence the
student’s response to a new language, affecting
L2 acquisition positively or negatively

7. Language Development
• Linguistics Processes
– Subconscious aspects of language development
• Human innate ability for oral language acquisition
– Conscious aspects
• Acquisition of written systems of language (L2) across all language
domains:
– Phonology (pronunciation)
– Syntax (Grammar systems)
– Semantics (meaning)
– Pragmatics (use)
– Paralinguistics (non-verbal)
– Discourse (beyond sentences)
• To assure cognitive and academic success in L2, L1
(oral and written), must be developed to high cognitive
level at least through elementary school years (Ovando)

8. Academic Development
• Includes school work in all subjects
– Language Arts, Math, Science, and Social Studies
– K-12 and beyond
• Academic knowledge and concepts transfer
from L1 to L2
• Thus, it is more efficient to develop an academic
L1 while teaching L2 through the content areas
• By teaching English as the first step, academic
development is postponed and academic failure
is likely to be promoted (Ovando)

9. Cognitive Development
• Natural subconscious process
• Occurs developmentally
• Cognitive development in L1+L2 is
advantageous for children
• Linguistic, cognitive, and academic
development must be addressed equally
to assure academic success in L2

10. Interdependence of the 4
Factors
• If one is developed to the neglect of another, this
may be detrimental
• Academic, linguistic and cognitive
factors should be viewed as
developmental in both L1 and L2
• Socio-cultural processes affect the above in both
positive and negative ways
• Educators must provide a socio-culturally
supportive environment for L2 to flourish
(Ovando)

11. First Language Acquisition
• A complex life-long process
• Oral development is universal
– Listening and speaking (birth-age 5)
– Phonology, grammar, semantics, etc (age 5)
– Complex grammar and discourse (5-12)
– Formal instruction-reading and writing
– Language development continues throughout one’s
lifetime

12. Simultaneous L2 Acquisition
• L2 acquisition is equally complex
• Same subconscious process in both languages
• Initially appear to combine both languages into one
system
• Eventually both languages separate into two different
systems (3-5 years of age)
• If regular exposure and cognitive development is
maintained in two languages, the child develops the
same level of proficiency in both
• Children who develop strong academic proficiency in
both languages experience cognitive advantages over
monolinguals (Ovando)

13. L2 Acquisition: Social Language
• Also known as BICS, context embedded, or
conversational
• Meaning is negotiated through contextual clues
• Myth: Young children learn a second language
faster than adults
• Children do, however, acquire native-like
pronunciation to a greater extent than adult SLLs
• Older is faster but younger is better

14. L2 Acquisition:
Academic Language
• More complex than social language
• Defined as the language and cognitive skills
required in the content areas to achieve
successful academic performance at secondary
and university levels
• Cummins called this dimension CALP
• This dimension is an extension of BICS
• A good teacher incorporates both social and
academic language development into every
lesson

15. Instructional Approaches
to ESL
• Traditional approaches
– Grammar translation
– Audiolingual method
– Direct method
• Transitional approaches
– Silent Way
– Suggestopedia
– Community Language Learning
– Total Physical Response
– Natural Approach
• Current approaches
– Integration of language and content
– Content ESL and Sheltered Content Teaching
– Whole Language
– Cognitive Development CALLA

16. More on Current Approaches
• Value students’ first languages
• Incorporate multicultural/global
perspectives
• Learner-centered
• Interactive classrooms
• Thematic units
• Use of technology