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 have an advantage in acquiring native-like pronunciation, but older students can acquire a language more quickly once instruction begins. Both social and academic language skills must be developed for students to achieve academic success. A variety of instructional approaches can be used to integrate language and content learning in a way that values students' cultures and makes the classroom learner-centered.

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