Language teaching can be described as teaching people a foreign language so that they can understand and speak the language. The goals of ELT or language teaching are both far-reaching and highly individualized. This is because most of the answers on why
a person would like to learn a second language come
from the individuals involved. Although most of the
reasons may be individualized, some of the reasons are
universal. These include the idea that English language
is one of the global languages spoken in a large number
of countries worldwide. From a general perspective,
people cite various reasons for learning this language
that include but not limited to the future of one’s career,
travelling reasons especially in countries that speak
English, to gain a better comprehension of the ways of
life experienced in the countries where the language is
spoken, and to be able to live in a country where the
language is spoken.
The external goals relate to the usage of the
learnt language outside of the classroom context. This
could be usage of the language while travelling around
or when using the language in trains. It can also be seen
when an individual attends lectures in another country
or when surviving in a country as a refugee. These contexts represent the usage of a language to fulfill the external category. On the side of the internal category, the
goals are related to the individual’s mental development. After learning the second language, the individuals may begin thinking differently, start approaching
language from a different perspective, and become better citizens because of the effects of learning a new language. This is because a new language can have diverse
effects on the learners’ minds (Nunan and David 48-52).
While the L1 language may train the brain, the L2 can
increase the individual’s awareness. In most instances
and for most individuals, external reasons dominate the
language teaching methodology. Self-development is
also a key reason of learning a second language.
The document discusses three social aspects that influence interlanguage development: (1) interlanguage consists of different styles used in different social contexts, (2) social factors determine the input learners receive to develop their interlanguage, and (3) social identities shaped through interactions affect language learning opportunities. It also describes theories on the role of social and psychological distance in second language acquisition, and how learner investment in their social identities influences language learning success.
This document discusses microsocial and macrosocial factors that influence language use and acquisition. Microsocial factors include the linguistic, psychological, and social contexts that impact how language is used and interpreted. Language acquisition relies on input and interaction, including modified language used with learners, social interaction and feedback, and internal cognitive processing. Macrosocial factors refer to broader societal influences like a language's status and power within a nation, linguistic and national identities, and institutional forces around religion, education and politics that help determine language use. Social categories like age, sex, ethnicity, education and economic status also influence circumstances of both informal naturalistic and formal instructed language learning.
This document discusses L2 learning and teaching. It defines L2 as any language learned after one's first language. There is disagreement about whether L2 knowledge consists of underlying rules, linguistic patterns/structures, or a means of communication. Learners acquire L2 through innate capacity, prior knowledge, processing input, interaction, restructuring knowledge, and automatization. Success varies due to social context, experience, the relationship between L1 and L2, age, aptitude, motivation, and instruction quality. Near-native competence is unlikely in pronunciation for older learners and requires extensive varied input and feedback. Implications include considering learners' goals, priorities, dimensions of learning, strengths/limitations, and incremental progress
Power Point - Acquiring Knowledge for Second Language UseIndra Kurniawan
This document discusses the different types of knowledge and competencies required for second language use. It distinguishes between academic competence, which prioritizes reading, listening and writing skills, and interpersonal competence, which prioritizes listening and speaking skills. The document outlines the components of language knowledge including vocabulary, morphology, phonology, syntax and discourse. It explains how these different components relate to academic versus interpersonal language use.
Social Factors and Second Language Acquisition - Anaheim UniversityAdriana Helena Muñoz
This document provides an overview of social factors that influence second language acquisition. It discusses different social contexts of L2 learning including immersion, segregation, official language contexts, and more. It also summarizes Schumann's acculturation model which proposes that the degree of social and psychological distance between the L2 learner and target language group will influence L2 acquisition. Finally, it briefly introduces Gardner's socio-educational model and discusses how both individual and external social factors can impact motivation and language learning.
This document discusses second language acquisition (SLA). SLA refers to learning a language after one's native language. The goals of studying SLA are to describe how L2 is acquired and explain the process, identifying external and internal factors influencing acquisition. External factors include social environment and input, while internal factors include cognitive mechanisms and communication strategies. The document presents case studies of an adult learning English and two children learning English, showing their progress in requests over time. It also discusses methodological issues in describing and explaining L2 acquisition.
The document discusses social context in language learning, comparing natural acquisition contexts to educational acquisition contexts. Natural acquisition occurs through immersion in places like the workplace, home, and international events, while educational acquisition takes place in classrooms through formal instruction. The document outlines different types of natural acquisition contexts and describes traditional classroom instruction versus communicative language teaching. It notes key differences in aspects like error correction, language presentation, contact with native speakers, and emphasis on accuracy or meaning.
The document discusses three social aspects that influence interlanguage development: (1) interlanguage consists of different styles used in different social contexts, (2) social factors determine the input learners receive to develop their interlanguage, and (3) social identities shaped through interactions affect language learning opportunities. It also describes theories on the role of social and psychological distance in second language acquisition, and how learner investment in their social identities influences language learning success.
This document discusses microsocial and macrosocial factors that influence language use and acquisition. Microsocial factors include the linguistic, psychological, and social contexts that impact how language is used and interpreted. Language acquisition relies on input and interaction, including modified language used with learners, social interaction and feedback, and internal cognitive processing. Macrosocial factors refer to broader societal influences like a language's status and power within a nation, linguistic and national identities, and institutional forces around religion, education and politics that help determine language use. Social categories like age, sex, ethnicity, education and economic status also influence circumstances of both informal naturalistic and formal instructed language learning.
This document discusses L2 learning and teaching. It defines L2 as any language learned after one's first language. There is disagreement about whether L2 knowledge consists of underlying rules, linguistic patterns/structures, or a means of communication. Learners acquire L2 through innate capacity, prior knowledge, processing input, interaction, restructuring knowledge, and automatization. Success varies due to social context, experience, the relationship between L1 and L2, age, aptitude, motivation, and instruction quality. Near-native competence is unlikely in pronunciation for older learners and requires extensive varied input and feedback. Implications include considering learners' goals, priorities, dimensions of learning, strengths/limitations, and incremental progress
Power Point - Acquiring Knowledge for Second Language UseIndra Kurniawan
This document discusses the different types of knowledge and competencies required for second language use. It distinguishes between academic competence, which prioritizes reading, listening and writing skills, and interpersonal competence, which prioritizes listening and speaking skills. The document outlines the components of language knowledge including vocabulary, morphology, phonology, syntax and discourse. It explains how these different components relate to academic versus interpersonal language use.
Social Factors and Second Language Acquisition - Anaheim UniversityAdriana Helena Muñoz
This document provides an overview of social factors that influence second language acquisition. It discusses different social contexts of L2 learning including immersion, segregation, official language contexts, and more. It also summarizes Schumann's acculturation model which proposes that the degree of social and psychological distance between the L2 learner and target language group will influence L2 acquisition. Finally, it briefly introduces Gardner's socio-educational model and discusses how both individual and external social factors can impact motivation and language learning.
This document discusses second language acquisition (SLA). SLA refers to learning a language after one's native language. The goals of studying SLA are to describe how L2 is acquired and explain the process, identifying external and internal factors influencing acquisition. External factors include social environment and input, while internal factors include cognitive mechanisms and communication strategies. The document presents case studies of an adult learning English and two children learning English, showing their progress in requests over time. It also discusses methodological issues in describing and explaining L2 acquisition.
The document discusses social context in language learning, comparing natural acquisition contexts to educational acquisition contexts. Natural acquisition occurs through immersion in places like the workplace, home, and international events, while educational acquisition takes place in classrooms through formal instruction. The document outlines different types of natural acquisition contexts and describes traditional classroom instruction versus communicative language teaching. It notes key differences in aspects like error correction, language presentation, contact with native speakers, and emphasis on accuracy or meaning.
The document discusses theories of learner language and second language acquisition. It notes that learner errors were initially seen as imperfect versions of the target language, but contrastive analysis found errors also result from negative language transfer. Research now views learner language as its own systematic, dynamic interlanguage that develops through stages. The document also discusses the importance of vocabulary acquisition and understanding language in context. It suggests that relatively little research has been done on differences between perception and production.
The way a learner acquires l2 knowledgeJess Sarabia
The document discusses several factors that influence second language acquisition: the social context, including the status of the first and second languages; the quantity and quality of second language input; the relationship between the first and second languages; age differences in learning capacity; individual aptitude; motivation; and instructional methods. Younger learners may have an advantage in achieving near-native competence due to brain plasticity and time to learn, while older learners' learning is affected by fewer cognitive advantages and less possibility of achieving native-like ability.
Microsocial factors that influence learner language include variation between individual speakers' linguistic forms, psychological contexts, and microsocial relationships. Accommodation theory suggests native speakers tend to simplify language for second language learners. Input and interaction are important, though simplified input may omit elements and interaction is not necessary for all students to succeed.
Macrosocial factors that influence learner language include the status of first and second languages and boundaries/identities. Institutional forces constrain which languages are used in different contexts, potentially discriminating against minority languages. Social categories like age, education, gender, ethnicity, and circumstances of learning like birthplace, upbringing, and formal vs informal settings also influence language learning.
This document discusses concepts related to bridging between languages and multilingual education. It defines key terms like mother tongue, second language, early-exit and late-exit transition programs. The document also summarizes research that shows the benefits of mother tongue-based multilingual education (MTBMLE), which includes students developing stronger academic skills when initially taught in their first language before transitioning to additional languages. MTBMLE programs support students' language development, academic achievement, and socio-cultural growth.
This document discusses the difference between basic interpersonal communication skills (BICS) and cognitive academic language proficiency (CALP) as defined by Jim Cummins in 1979. BICS refers to conversational fluency in a language, while CALP refers to academic proficiency, including listening, speaking, reading, and writing skills for an educational setting. The document notes that it can take 2-3 years to develop BICS but 5-7 years or more to develop CALP. It emphasizes that students' language abilities should not be assessed based only on BICS and that teachers need to support the development of both BICS and CALP.
Social factors like the status of the first and second languages, community boundaries, and institutional influences impact success in learning a second language. The amount and quality of second language input through interaction affects attainment, and knowing the first language is important as certain features may transfer positively. Younger learners generally have an advantage in brain plasticity while older learners have an advantage in learning capacity, but individual differences in motivation are also important predictors of success. The quality of instruction impacts achievement in formal learning contexts.
This document discusses the foundations of language teaching from sociolinguistic and psycholinguistic perspectives. It addresses what a language teacher needs to understand, including the nature of language and how people learn and teach languages. Language is defined as a systematic set of symbols used for communication within a culture. Learning involves acquisition, retention through memory, and a change in behavior. Teaching guides and facilitates learning by setting conditions for it. Theories of language and learning have evolved from behaviorist to cognitive to generative frameworks.
The document discusses second language acquisition (SLA). It defines SLA as the study of how people learn a language after their native tongue. The goals of SLA are to understand and describe how learners acquire an L2 over time in terms of their pronunciation, vocabulary and grammar. It also aims to explain the internal cognitive and external social factors that influence L2 acquisition. Two case studies are described: one of an adult learning English and one of two children learning English in a classroom.
La Psicologia y aprendizaje de las Lenguas es un vocabulario, fonología, gramática, y otros aspectos de la estructura lingüística.
Al hacer uso de la palabra (o no), ¿qué decir a quién y cómo decirlo adecuadamente en cualquier situación dada.
El conocimiento social y cultural que permite a los oradores a usar e interpretar las formas lingüísticas.
This study presents the effects of mother tongue interference on the academic performance of secondary school students in English language as second language.
This document provides an overview of some key differences between speaking and writing, and discusses how different language teaching methodologies have addressed these differences. Specifically, it notes that speaking involves more immediate face-to-face communication while writing allows for more removed communication. It also discusses how grammar-translation and audio-lingual methods did not differentiate between speaking and writing skills, while communicative approaches place more emphasis on realistic tasks and fluency over accuracy. Finally, it raises issues for language teachers to consider regarding grammatical accuracy, communicative competence, and their role in teaching speaking versus writing.
This document discusses approaches to teaching speaking skills in language education. It covers topics like the purposes of speaking, what needs to be taught, and how some methodologies have addressed teaching speaking. It notes that speaking skills involve both bottom-up skills like pronunciation and top-down skills like discourse structure. Methodologies discussed include audiolingual drills, communicative approaches using tasks and role-plays, and addressing vocabulary, pronunciation and interactional routines through modeling and practice. The document questions whether textbooks fully cover issues like cultural rules, politeness and register.
Microsocial factors that influence second language acquisition include linguistic, psychological, and social contexts that lead to variability in a learner's language. Learning is a social process that requires interaction, such as between individuals through zones of proximal development and scaffolding, and within an individual through private speech. Input and interaction from native speakers, such as modifications and simplifications, are crucial to the language learning process. Macrosocial factors encompass the global and national status of languages and how boundaries and identities form. Institutional forces, social categories, and prior learning experiences also impact second language acquisition.
SOCIAL CONTEXTS OF SECOND LANGUAGE ACQUISITIONbelenita78
This document discusses factors that influence second language variation and acquisition at both the micro and macro social levels. At the micro level, it discusses how contextual dimensions, linguistic contexts like phonology, psychological contexts like attention, and microsocial contexts like formality influence variation. It also discusses how input, interaction, and modifications to interaction are essential for language learning. At the macro level, it discusses how global and national status of languages, boundaries and identities, social institutions, social categories of learners, and circumstances of learning like prior knowledge, social development, and formal vs informal training impact second language acquisition.
L2 learners can use linguistic forms systematically depending on the communicative context. The three main contextual dimensions that influence language use are the linguistic context, psychological context, and microsocial context. Language input is essential for learning, and native speakers will modify their language through techniques like foreigner talk and interactional modifications to help nonnative speakers understand. Feedback through direct or indirect correction also aids learning. Learning occurs through interpersonal interaction with experts in the zone of proximal development, as well as intrapersonal interaction such as private speech.
The document discusses key concepts in second language acquisition (SLA). It defines SLA as referring to both the study of individuals learning a language after their first, and the process of learning that additional language. SLA can involve learning a second, third, or subsequent language. The document outlines factors that affect SLA, including individual factors like age and cognition, external factors like instruction and culture, and affective factors like anxiety and self-esteem. It also discusses concepts like interlanguage, language transfer, and the role of both innate ability and social experience in language acquisition.
This document discusses the key concepts of language:
1. Language uses symbols and has structure, rules and organization consisting of phonemes, morphemes, phrases and sentences.
2. It is meaningful, generative, creative, dynamic, referential and allows for interpersonal communication.
3. The purposes of language teaching include using concepts from other subjects as content and developing language skills over multiple grades through a multidisciplinary approach.
4. The document outlines course descriptions, competencies, standards and scope and sequence for language subjects to clarify expectations and responsibilities of teachers in helping students' language development from grades 1 to 10.
This document discusses theories of first (L1) and second (L2) language acquisition from several perspectives. It summarizes the views of Freeman, Cook, and Krashen on key aspects of L1 and L2 acquisition. All agree that motivation, needs, interests and meaningful input are important. While L1 and L2 acquisition are separate processes, L1 can positively influence L2 acquisition in some cases, such as when learning certain grammar structures. The document also notes that correcting errors frequently in L1 acquisition may hinder language development, and the same is true for L2 learning - teachers should focus on understanding meaning rather than constant correction.
This document discusses similarities and differences between first (L1) and second (L2) language acquisition. Both involve constructing language from prior knowledge, being active learners who test hypotheses, and requiring interaction. However, L2 learners are generally more cognitively developed, have greater control over input, and may face issues with attitude or motivation not present for L1 learners. Younger L2 learners are argued to acquire language in a manner similar to L1 learners, while older learners have strategies and L1 knowledge to support acquisition. Proficiency involves mastery of various competencies, and can take years to develop depending on the skill. Learners progress through various stages of acquisition from comprehension to flu
Development of a Psychological Perspective in Language TeachingMasrurin Lailiyah
This document discusses the development of psychological perspectives in language teaching from the late 19th century to the 1970s. It describes how early views emphasized habit formation and memorization. In the 1960s, Chomsky and others questioned assumptions of audiolingualism. The 1970s saw new research and theories, including Krashen's Monitor Model which distinguished conscious and unconscious language learning processes. Overall, the document argues that psychology and psycholinguistics have increasingly informed language teaching by focusing on the individual learner.
Applied Linguistics session 3_17_10_2021 Languages in the contemporary world.pdfDr.Badriya Al Mamari
This document discusses languages in the contemporary world. It covers several topics:
- How people communicate across languages through learning other languages or using translators.
- Attitudes toward languages from the perspective of native speakers and linguists. Linguists see all languages as equal while native speakers view their own language positively.
- Issues with defining what constitutes a separate language versus a dialect. While linguistics uses history and structure, popular perception is also important.
- The growth of English as a global lingua franca, used widely for business, education, and information across countries where it is not the first language.
- Problems with defining native speakers as English spreads more globally and non-native expertise increases in some contexts
This document discusses language choice in multilingual communities. It defines concepts like bilingualism, multilingualism, and diglossia. Bilingualism refers to an individual's ability to use two languages. It can arise due to factors like immigration, religion, education, or geography. Bilingual individuals experience cognitive benefits. Multilingualism is the ability to understand and speak many languages, which can develop due to politics, religion, culture, education, or economy. Diglossia describes a situation where two varieties of the same language are used, with one being a high variety for formal contexts and the other a low variety for informal contexts. Examples of diglossia include Arabic and Latin languages.
The document discusses theories of learner language and second language acquisition. It notes that learner errors were initially seen as imperfect versions of the target language, but contrastive analysis found errors also result from negative language transfer. Research now views learner language as its own systematic, dynamic interlanguage that develops through stages. The document also discusses the importance of vocabulary acquisition and understanding language in context. It suggests that relatively little research has been done on differences between perception and production.
The way a learner acquires l2 knowledgeJess Sarabia
The document discusses several factors that influence second language acquisition: the social context, including the status of the first and second languages; the quantity and quality of second language input; the relationship between the first and second languages; age differences in learning capacity; individual aptitude; motivation; and instructional methods. Younger learners may have an advantage in achieving near-native competence due to brain plasticity and time to learn, while older learners' learning is affected by fewer cognitive advantages and less possibility of achieving native-like ability.
Microsocial factors that influence learner language include variation between individual speakers' linguistic forms, psychological contexts, and microsocial relationships. Accommodation theory suggests native speakers tend to simplify language for second language learners. Input and interaction are important, though simplified input may omit elements and interaction is not necessary for all students to succeed.
Macrosocial factors that influence learner language include the status of first and second languages and boundaries/identities. Institutional forces constrain which languages are used in different contexts, potentially discriminating against minority languages. Social categories like age, education, gender, ethnicity, and circumstances of learning like birthplace, upbringing, and formal vs informal settings also influence language learning.
This document discusses concepts related to bridging between languages and multilingual education. It defines key terms like mother tongue, second language, early-exit and late-exit transition programs. The document also summarizes research that shows the benefits of mother tongue-based multilingual education (MTBMLE), which includes students developing stronger academic skills when initially taught in their first language before transitioning to additional languages. MTBMLE programs support students' language development, academic achievement, and socio-cultural growth.
This document discusses the difference between basic interpersonal communication skills (BICS) and cognitive academic language proficiency (CALP) as defined by Jim Cummins in 1979. BICS refers to conversational fluency in a language, while CALP refers to academic proficiency, including listening, speaking, reading, and writing skills for an educational setting. The document notes that it can take 2-3 years to develop BICS but 5-7 years or more to develop CALP. It emphasizes that students' language abilities should not be assessed based only on BICS and that teachers need to support the development of both BICS and CALP.
Social factors like the status of the first and second languages, community boundaries, and institutional influences impact success in learning a second language. The amount and quality of second language input through interaction affects attainment, and knowing the first language is important as certain features may transfer positively. Younger learners generally have an advantage in brain plasticity while older learners have an advantage in learning capacity, but individual differences in motivation are also important predictors of success. The quality of instruction impacts achievement in formal learning contexts.
This document discusses the foundations of language teaching from sociolinguistic and psycholinguistic perspectives. It addresses what a language teacher needs to understand, including the nature of language and how people learn and teach languages. Language is defined as a systematic set of symbols used for communication within a culture. Learning involves acquisition, retention through memory, and a change in behavior. Teaching guides and facilitates learning by setting conditions for it. Theories of language and learning have evolved from behaviorist to cognitive to generative frameworks.
The document discusses second language acquisition (SLA). It defines SLA as the study of how people learn a language after their native tongue. The goals of SLA are to understand and describe how learners acquire an L2 over time in terms of their pronunciation, vocabulary and grammar. It also aims to explain the internal cognitive and external social factors that influence L2 acquisition. Two case studies are described: one of an adult learning English and one of two children learning English in a classroom.
La Psicologia y aprendizaje de las Lenguas es un vocabulario, fonología, gramática, y otros aspectos de la estructura lingüística.
Al hacer uso de la palabra (o no), ¿qué decir a quién y cómo decirlo adecuadamente en cualquier situación dada.
El conocimiento social y cultural que permite a los oradores a usar e interpretar las formas lingüísticas.
This study presents the effects of mother tongue interference on the academic performance of secondary school students in English language as second language.
This document provides an overview of some key differences between speaking and writing, and discusses how different language teaching methodologies have addressed these differences. Specifically, it notes that speaking involves more immediate face-to-face communication while writing allows for more removed communication. It also discusses how grammar-translation and audio-lingual methods did not differentiate between speaking and writing skills, while communicative approaches place more emphasis on realistic tasks and fluency over accuracy. Finally, it raises issues for language teachers to consider regarding grammatical accuracy, communicative competence, and their role in teaching speaking versus writing.
This document discusses approaches to teaching speaking skills in language education. It covers topics like the purposes of speaking, what needs to be taught, and how some methodologies have addressed teaching speaking. It notes that speaking skills involve both bottom-up skills like pronunciation and top-down skills like discourse structure. Methodologies discussed include audiolingual drills, communicative approaches using tasks and role-plays, and addressing vocabulary, pronunciation and interactional routines through modeling and practice. The document questions whether textbooks fully cover issues like cultural rules, politeness and register.
Microsocial factors that influence second language acquisition include linguistic, psychological, and social contexts that lead to variability in a learner's language. Learning is a social process that requires interaction, such as between individuals through zones of proximal development and scaffolding, and within an individual through private speech. Input and interaction from native speakers, such as modifications and simplifications, are crucial to the language learning process. Macrosocial factors encompass the global and national status of languages and how boundaries and identities form. Institutional forces, social categories, and prior learning experiences also impact second language acquisition.
SOCIAL CONTEXTS OF SECOND LANGUAGE ACQUISITIONbelenita78
This document discusses factors that influence second language variation and acquisition at both the micro and macro social levels. At the micro level, it discusses how contextual dimensions, linguistic contexts like phonology, psychological contexts like attention, and microsocial contexts like formality influence variation. It also discusses how input, interaction, and modifications to interaction are essential for language learning. At the macro level, it discusses how global and national status of languages, boundaries and identities, social institutions, social categories of learners, and circumstances of learning like prior knowledge, social development, and formal vs informal training impact second language acquisition.
L2 learners can use linguistic forms systematically depending on the communicative context. The three main contextual dimensions that influence language use are the linguistic context, psychological context, and microsocial context. Language input is essential for learning, and native speakers will modify their language through techniques like foreigner talk and interactional modifications to help nonnative speakers understand. Feedback through direct or indirect correction also aids learning. Learning occurs through interpersonal interaction with experts in the zone of proximal development, as well as intrapersonal interaction such as private speech.
The document discusses key concepts in second language acquisition (SLA). It defines SLA as referring to both the study of individuals learning a language after their first, and the process of learning that additional language. SLA can involve learning a second, third, or subsequent language. The document outlines factors that affect SLA, including individual factors like age and cognition, external factors like instruction and culture, and affective factors like anxiety and self-esteem. It also discusses concepts like interlanguage, language transfer, and the role of both innate ability and social experience in language acquisition.
This document discusses the key concepts of language:
1. Language uses symbols and has structure, rules and organization consisting of phonemes, morphemes, phrases and sentences.
2. It is meaningful, generative, creative, dynamic, referential and allows for interpersonal communication.
3. The purposes of language teaching include using concepts from other subjects as content and developing language skills over multiple grades through a multidisciplinary approach.
4. The document outlines course descriptions, competencies, standards and scope and sequence for language subjects to clarify expectations and responsibilities of teachers in helping students' language development from grades 1 to 10.
This document discusses theories of first (L1) and second (L2) language acquisition from several perspectives. It summarizes the views of Freeman, Cook, and Krashen on key aspects of L1 and L2 acquisition. All agree that motivation, needs, interests and meaningful input are important. While L1 and L2 acquisition are separate processes, L1 can positively influence L2 acquisition in some cases, such as when learning certain grammar structures. The document also notes that correcting errors frequently in L1 acquisition may hinder language development, and the same is true for L2 learning - teachers should focus on understanding meaning rather than constant correction.
This document discusses similarities and differences between first (L1) and second (L2) language acquisition. Both involve constructing language from prior knowledge, being active learners who test hypotheses, and requiring interaction. However, L2 learners are generally more cognitively developed, have greater control over input, and may face issues with attitude or motivation not present for L1 learners. Younger L2 learners are argued to acquire language in a manner similar to L1 learners, while older learners have strategies and L1 knowledge to support acquisition. Proficiency involves mastery of various competencies, and can take years to develop depending on the skill. Learners progress through various stages of acquisition from comprehension to flu
Development of a Psychological Perspective in Language TeachingMasrurin Lailiyah
This document discusses the development of psychological perspectives in language teaching from the late 19th century to the 1970s. It describes how early views emphasized habit formation and memorization. In the 1960s, Chomsky and others questioned assumptions of audiolingualism. The 1970s saw new research and theories, including Krashen's Monitor Model which distinguished conscious and unconscious language learning processes. Overall, the document argues that psychology and psycholinguistics have increasingly informed language teaching by focusing on the individual learner.
Applied Linguistics session 3_17_10_2021 Languages in the contemporary world.pdfDr.Badriya Al Mamari
This document discusses languages in the contemporary world. It covers several topics:
- How people communicate across languages through learning other languages or using translators.
- Attitudes toward languages from the perspective of native speakers and linguists. Linguists see all languages as equal while native speakers view their own language positively.
- Issues with defining what constitutes a separate language versus a dialect. While linguistics uses history and structure, popular perception is also important.
- The growth of English as a global lingua franca, used widely for business, education, and information across countries where it is not the first language.
- Problems with defining native speakers as English spreads more globally and non-native expertise increases in some contexts
This document discusses language choice in multilingual communities. It defines concepts like bilingualism, multilingualism, and diglossia. Bilingualism refers to an individual's ability to use two languages. It can arise due to factors like immigration, religion, education, or geography. Bilingual individuals experience cognitive benefits. Multilingualism is the ability to understand and speak many languages, which can develop due to politics, religion, culture, education, or economy. Diglossia describes a situation where two varieties of the same language are used, with one being a high variety for formal contexts and the other a low variety for informal contexts. Examples of diglossia include Arabic and Latin languages.
The document summarizes key concepts around language choice in multilingual communities, including bilingualism, multilingualism, and diglossia. It defines bilingualism as an individual's ability to use two languages. Causes of bilingualism include choice, geography, migration, and religious/professional reasons. Benefits include cognitive and learning advantages. Multilingualism is defined as the ability to understand and speak many languages. Causes include politics, religion, culture, education, and economy. Diglossia refers to situations where two language varieties are used - a high variety for formal contexts and a low variety for informal contexts. Examples of diglossia include Arabic and Latin languages.
Language Choice in Multilingual CommunitiesUmmiInsani
The document summarizes key concepts around language choice in multilingual communities, including bilingualism, multilingualism, and diglossia. It defines bilingualism as an individual's ability to use two languages. Causes of bilingualism include choice, geography, migration, and religious/professional reasons. Benefits include cognitive and learning advantages. Multilingualism is defined as the ability to understand and speak many languages. Causes include politics, religion, culture, education, and economy. Diglossia refers to situations where two language varieties are used, with one being high/formal and the other being low/informal. Examples given are Arabic and Latin/vernacular languages.
This document defines bilingualism and multilingualism as speaking and understanding two or more languages. It discusses bilingualism at the individual and societal levels, and provides examples of officially bilingual countries like Canada and Belgium. It also describes different types of bilingual speakers and domains of language use. The document defines diglossia as the use of two varieties of the same language in different social contexts. It provides examples of diglossia in Arabic countries and medieval Europe. Diglossia is characterized by a "high" variety used in formal settings and a "low" variety used informally.
The different roles of second languages in people’s livessstpsr
The document discusses the different roles that second languages play in people's lives. It gives the example of a man from Tanzania who spoke several languages due to his education and career experiences. Second languages can be used for bilingualism by choice, religious purposes, as official languages, in multilingual societies, and for internationalism. People who speak a second language can belong to groups like native speakers, language learners in a new community, expatriates, or international professionals. Understanding the roles and groups involved helps language teachers determine learning goals.
The document discusses the history and development of the English language. It notes that English has been influenced by many social and political events over the centuries, such as the Christianization of Britain, Scandinavian invasions, and the expansion of the British Empire. English continues to change through the introduction of new words, changes in pronunciation and grammar over time. The future of English is discussed, noting that it serves as a global lingua franca and may become more widely used internationally as populations grow, but other factors like economic and cultural forces will also influence its status and spread.
Disglossia, Bilingualism, and Multilingualism.pptxNadya940477
This document discusses diglossia, bilingualism, and multilingualism. Diglossia refers to a situation where two distinct varieties of the same language are used within a community, with one variety regarded as "high" and formal and the other as "low" and informal. Bilingualism refers to the ability to speak two languages. People can become bilingual through simultaneous exposure to two languages as a child or learning a second language after the first. Multilingualism is the ability to communicate in three or more languages. A multilingual person has learned multiple languages either simultaneously as a child or sequentially over time.
Nabeela Taimur Ali presented on lexical borrowing. She speaks two varieties of the Luyia language as well as Swahili and English. Many words are borrowed between the languages she speaks. Borrowing occurs when languages are in regular contact, with words and phrases being adopted from the other language. Lexical borrowing refers to incorporating words from one language into another, especially nouns and verbs. Borrowing typically flows from the more prestigious language to the less prestigious one.
This document discusses pidgin and creole languages. It defines pidgin as a reduced language that develops for communication between groups without a shared language, while a creole is a pidgin that becomes a community's native language. The document outlines the key differences between pidgins and creoles, such as pidgins having no native speakers and simpler structure, while creoles are fully developed languages. Several examples of pidgin and creole languages are provided.
This document summarizes key concepts from chapters in a sociolinguistics textbook. It discusses what sociolinguists study, including how social factors influence language varieties. It also covers multilingual speech communities and concepts like diglossia, code-switching and language shift. Language maintenance and revival are discussed, along with linguistic varieties in multilingual nations. National languages and language planning are also summarized.
Acquisition, creativity, standards and testingLaiba Yaseen
This document discusses several topics related to second language acquisition and World Englishes. It addresses theoretical orientations in SLA research and how they often neglect speaker intentions. It also discusses SLA in multilingual contexts and how the functions of an additional language are determined by community needs. Finally, it examines issues of proficiency, communicative competence, and how English has been nativized and developed new varieties around the world according to social and historical contexts.
Linguistic varieties and multilingual nationsBas Bas
This document discusses linguistic varieties and multilingual nations. It introduces key concepts such as vernacular and standard languages. Vernacular languages are uncodified, while standard languages have undergone regulation and codification. The development of English in London illustrates how a standard language emerges. World Englishes are classified as inner circle, outer circle, and expanding circle based on English's role. Lingua francas allow communication between different language groups, and pidgins develop for this purpose without native speakers. Pidgins can become creoles if adopted as a native language. In conclusion, language varieties include the most informal way people speak as well as concepts like lingua franca and creole languages.
Multilingual societies Language and IdentityThi.docxroushhsiu
Multilingual
societies:
Language and
Identity
This session introduces you to:
Multi-lingual individuals
Multi-lingual societies:
Language choice in multilingual societies
Code-switching
Language and identity
Multi-lingual
individuals
TOPIC 1
Bi-/multi-lingual
individuals:
What does it mean to
be bilingual or
multilingual?
The ability to use more than one language to communicate
But to what level of competence?
Basic/minimal Advanced
Balanced bilingualism is rare
Very few bilinguals have equal competence or use their languages
equally.
• Typically, each person has a different mix of the four skills:
listening, speaking, reading, and writing.
• ‘Passive’ BL = stronger comprehension (listening) than speaking
competence
• Others may have advanced competence in more than 1 language
but have degrees of competence in different domains (e.g. work
vs home)
What about you?
When, where,
with whom do
you use each
language?
For each one,
rate your ability
in listening,
speaking,
reading and
writing
List the languages
in which you have
a degree of
competency
Multi-lingual individuals
First language (L1)
mother-tongue(s), native language(s), that we hear spoken from birth
Second language (L2)
language(s) learned later in childhood or adulthood
Different learning processes are involved:
acquisition (of L1) vs learning (of L2)
How do we become bilingual/multilingual?
Simultaneous bilingualism
2 or more languages are acquired simultaneously in early childhood.
Successive bilingualism
a person who already has competence in a L1 learns a L2 (or L3, L4 …)
How long does it take to acquire a L1?
Humans are biologically equipped to learn language in infancy:
We are born with brains that are ‘wired’ for language - the capacity to figure out
the grammar and words of the specific language(s) we hear spoken around us
Most of that learning is complete by 5 years of age for children in all cultures
How long does it take to learn a L2?
After puberty, deliberate effort or study is needed to master a language
Up to 10 or more years for full control of oral and written language.
◦ Basic interpersonal communication skills within 2 years.
◦ Academic language proficiency up to 8 years
(Cummins 1984)
To be effective, L2 learning requires
üFrequent input data
üMeaningful and authentic opportunities for using the language
üPerceived value and/or need for the language
üWillingness & motivation
Bilingual education in schools
Typically the L2 is taught in a ‘foreign language class’.
Much less often it is the medium of instruction
Foreign language class teaching in countries where one language is dominant
often fails:
◦ too little exposure
◦ not often enough
◦ started too late
◦ too few opportunities to use the language actively and authentically.
How did you learn
your L2, L3, L4…?
qForeign language class in
school/university?
...
Linguistic varieties and multilingual nations ( Sociolinguistic )Ani Istiana
This document discusses linguistic varieties and multilingual nations. It begins by noting over half the world's population is bilingual or multilingual, acquiring languages for different purposes. It then defines terms like vernacular, which refers to non-standardized first languages; standard languages, which are written and codified; lingua francas for communication between groups; pidgins which develop for communication without a shared language; and creoles which become primary languages. The document provides examples of these terms from Bali, and discusses factors in planning a national language like selection, codification, extending functions, and securing acceptance.
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THE GOALS OF LANGUAGE TEACHING.pptx
1.
2.
3. Lang1 a human representation system
Lang2 an abstract external entity
Lang3 a set of actual or potential sentences
Lang4 the possession of a community
Lang5 the knowledge in the mind of an individual
Five meanings of language’
Cook (2007) distinguished five meanings of language,
summarized in the following table:
5. Like human beings in general, people who use a
second language, L2 users, come in all shapes and
sizes, races, and creeds and can be divided up in
many ways. In other words there are many possible
goals in language learning, amounting to choice of
which kind of L2 user you want to be.
6. Kihaya (at home)
Kishawhili (in Elementary)
English (in
Secondary)
Latin (when he trained to be a priest)
French (out of
curiosity)
Rukiga (when he went to Uganda)
Kikamba (when he went to Kenya)
Spanish (in Illinois and needs to
communicate with his parishioners
in Spanish)
7.
8. In the area where you live, how many languages are
spoken?
Officially or actually?
How many languages do you know?
How many do you use in a day?
Would you, as a parent, bring up children to
speak two languages or not?Why?
9. Keywords
elite bilingualism: either the decision by parents to bring up children through
two languages, or societies in which members of a ruling group speak a
secondlanguage
official language: language(s) recognized by a country for official purposes
multilingualism: countries or situations where more than one language is
used for everyday purposes
linguistic imperialism: the means by which a ‘center’ country dominates
‘periphery 'countries by making them use its language
12. George Saunders (1982) describes how
he and his wife decided to bring up their
children in German in Australia, though
neither of them was a native speaker.
Parental
choice
Others have three languages in the
family; Philip Riley’s children spoke
English and Swedish at home and
French at school (Harding Riley, 1986).
13. Being an
expatriate
One of the common challenges of
living abroad is where English is
not widely spoken. That would
make communicating with the
locals difficult. So, learning the
common language of that particular
location before you leave will
definitely help.
14. Higher
Status
Choosing this type of bilingual
education usually depends on
having money. While a second
language is often considered a
‘problem’ in the education of lower-
status people. It is also seen as a
mark of distinction in those of
higher status.
20. 1. People speaking their native language.
2.People using an L2 within the majority community.
3. People historically from a particular community (re-)acquiring
its language as L2.
4. People speaking an L2 as short-term visitors to another
country or to short-term visitors to their country.
21. 5. People using an L2 with spouses or friends.
6. People using an L2 internationally for specific functions.
7. Students and teachers acquiring or conveying an
education through an L2.
8. Pupils and teachers learning or teaching L2 in school.
22. 1. People speaking their native language.
Some people use their native language exclusively. So monolingual
Londoners speak English with each other and potentially with anybody else
who speaks English in the world; in London they make up the sea, so to
speak. But native speakers may also be an island in a sea; deaf people in
London use British Sign Language in the midst of the hearing. And, of
course, many native speakers of one language are L2 users of another
language rather than monolinguals.
23. 2.People using an L2 within the majority community.
Some residents use a second language to communicate with the majority
language group, say, resident Bengalis in Tower Hamlets using English as a
central language for their everyday contacts with other citizens of London. Often
this group is permanent and may pre-date the existence of the majority
community, such as Aboriginals in Australia. They are using the second language
for practical purposes– the classic ‘second language’ situation – while having a
first language for other social and cultural purposes. In addition, many people
living in multilingual communities use the second language as a central language
with speakers of minority language groups other than their own, essentially as a
local lingua franca. The Bengali L1 shop owner in Tower Hamlets uses English for
speaking with Arabic L1 customers, both equally English in nationality, true of most
of the L1 speakers of the 300 languages of London (Baker and Eversley, 2000).
Sometimes the L2 lingua franca crosses national borders. Swahili has 770,000
native speakers, but 30 million lingua franca speakers spread across several
African countries(Gordon, 2005).
24. 3. People historically from a particular community (re-)acquiring its
language as L2.
The descendants of a particular cultural or ethnic group may want to learn its
language, for instance, to talk to their grandparents who were first-generation
incomers. Language maintenance classes take place in London ranging from
Polish to Greek. Some people are trying to find their roots through language.
Others are returning to their country of historical origin and need to reacquire the
language, or sometimes to acquire it for the first time. One example is Puerto
Ricans returning from the USA to Puerto Rico (Clachar, 1997),rejoining a
community of L1 speakers as L2 users. Another group are the children of expats
going back to the country their family originally came from, say, Japanese children
returning to Japan (Kanno, 2000); these need to acquire the language of the
homeland for practical purposes as well as cultural identity, many finding it an
extremely difficult task.
25. 4. People speaking an L2 as short-term visitors to another country or to
short-termvisitors to their country.
Some people are short-term visitors to another country, say, tourists. English for tourism is no
longer a matter of English-speaking tourists going to non-English speaking countries, or non-
English-speaking tourists going to English-speaking countries, as we have seen. Some tourists
may nevertheless try to learn the language of a country before visiting it – English people
learning French to go to France, Japanese learning Spanish to visit Spain. English for tourism is
a theme inmost EFL coursebooks, Spanish for tourism a key attraction for evening classes in
England. Other short-term visitors to another country include: athletes going to the Olympic
Games, businessmen attending conferences, policemen investigating crimes, pilgrims, retirees
visiting their villas in Spain – the list is endless. Again, some may want to use the central
language of the country, some a language that will get them by, such as Latin or Klingon at
conferences of their devotees.
The reverse is people using an L2 with visitors to their country, whether the
visitor’s L1 as with Japanese people in Tokyo using English with English-speaking
L1 visitors, or the visitor’s L2 as with Japanese using English with L1 German speaking
visitors.
26. 5. People using an L2 with spouses or friends.
L2 users may speak their second language within a small social group.
People have often joked that the best way of learning a language is to marry
someone who speaks it; such married bilingual couples feel they are quite
capable of passing for native speakers (Piller, 2002). Parents can choose to
use a language with their children that they will not encounter outside the
home. Indeed, unrelated pairs of people can decide to use a second
language: Henry VIII wrote love letters to Anne
Boleyn and Catherine of Aragon in French (Vatican City, n.d.), the language
of courtly love.
27. 6. People using an L2 internationally for specific functions
English as lingua franca (ELF) belongs to a variety of groups of speakers. One
is made up of academics, using the language for academic journals and
conferences everywhere. Other groups use specially designed varieties of
English, like Sea Speak for mariners (Weeks et al., 1988) or ASD Simplified
Technical English, a carefully restricted English for technical writing (ASD,
2007). And of course, international business uses English regardless of L1, say,
Danish businessmen talking to Indians or Syrians on the phone (Firth, 1996).
People who speak ELF belong to communities that cross frontiers, united by a
common interest. In one view, English no longer counts as learning another
language; it is an addition to the three Rs (reading, writing and arithmetic),
necessary for primary school children everywhere (Graddol, 2006). But super
central languages also have specialized transnational uses, for instance,
Japanese in martial arts or Arabic for Muslims.
28. 7. Students and teachers acquiring or conveying an
education through an L2.
Another group of L2 users are gaining an education through a second
language, as we saw earlier. On the one hand, they may be another L2
minority island in an L1 sea; in the Netherlands, universities use English
alongside Dutch. In reverse, students go to another country to get their
higher education, Zaireans to Paris, Greeks to England. In other words, a
second language is the vehicle for education, more or less regardless of
its native speakers (except in so far as they can profit by teaching ‘their’
language). Within this general framework comes the elite bilingualism of
children educated in multilingual schools.
29. 8. Pupils and teachers learning or teaching L2 in school.
Finally, children are taught a second language as part of the school curriculum –the classic
‘foreign’ language situation, whether French in England or Spanish in Japan. The children do not
themselves form a community of users – perhaps the only group we can really call ‘learners’
rather than users. Often the goal is to get through the hurdles set by the examination system –
language as a school subject, taught and assessed like other subjects. Members of this group are
unique in not having an L2 identity of their own; their use is not an end in itself so much as the
route to getting somewhere else. Doubtless many other groups could be added, for example,
interpreters, whether professionals or children helping their parents, a widespread use in minority
groups. Some use the second language to native speakers, some to other non-native speakers.
The goal of becoming a native speaker or even understanding a native speaker is beside the
point; the aim is to become an efficient L2 user. Separating community from the monolingual
native speaker leads to new groupings of speakers. Moreover an individual may have multiple
memberships in these groups: a professional footballer coming to London needs not just the
visitor language to cope with living there, but also the specialized ELF of football for
interacting with the rest of the team (Kellerman et al., 2005) – 60 per cent of league footballers in
England at the time of writing (2008) are non-native speakers of English.
30. Language and groups
● Language users are members of many possible groups,
ranging from the family to the nation.
● Many groups are genuinely multilingual rather than
monolingual.
● It is crucial to see L2 users as belonging to many groups
and as being part of a new group of L2 users, rather than as
supplicants to join native speaker groups.
31. Focusing questions
● Do you think people who go to live in another country
should either learn the majority language and forget
their own or adopt the majority language for some
everyday purposes, or try to keep both the majority
language and their L1 going?
● What goals do you or your students have for their
second language outside their own country? Careers?
Education? Access to information? Travel?
32. Keywords
assimilationist teaching: teaching that expects people to give up their
native languages and to become speakers of the majority central language
of the country
transitional L2 teaching: teaching that allows people to function in a
central language, without necessarily losing or devaluing the first language
language maintenance and bilingual language teaching: teaching to
maintain or extend the minority local language within its own group
submersion teaching: extreme sink-or-swim form of assimilationist
teaching in which minority language children are put in majority language
classes
33. What does this diversity of functions and group
memberships mean for L2 learning and teaching?
We can make a broad division between central goals
which foster the second language within the country,
international goals which foster it for use outside the
country and individual goals which aim at developing
the potential of the individual learner.
34. Central goals foster a second language within
a society.
● Assimilationist language teaching: minority speakers learn
the majority central language and relinquish their first language.
● Transitional language teaching: minority speakers learn to
function in the majority central language for some purposes,
without giving up the first language.
● Language maintenance and bilingual language teaching:
minority speakers learn to function in both languages.
35. International goals foster a second
language for use outside the society.
● Careers that require a second language.
● Higher education.
● Access to research and information.
● Travel.
36. Individual goals develop qualities in the learner
rather than language per se.
● Understanding of foreign cultures.
● Understanding language itself.
● Cognitive training.
● General educational values.
● Learning the second language as an academic
subject.