Chapter Two of the text mentions that our first language serves as” an already established system of meanings.”(Vygotsky) I spent a majority of my subbing day last week with AP Chinese kids. I am always intrigued by many of these children. Many of them are just brilliant. We had some free time and I asked many questions. Yes, a majority of the children have tiger type parents but I am not convinced that learning out of fear makes you a successful student. The other similarities shared were Chinese was spoken at home, Chinese school on Saturday, and parents were bilingual. Were the parent’s first generation? Many were. Did they speak English when they arrived? Oh yes.
In comparing the Hispanic Ells, the difference here is that many of the Hispanic kids have parents that struggle with a second language. Did not speak English when they came here and no one goes to Guatemalan or Mexican school on the weekends to improve their native tongue or get in touch with their culture.
Chinese Ells are going from opaque language to opaque language. It is necessary for them to decode and decipher in both languages. Are their brains conditioned to learn another opaque language? Spanish speaking Ells are going from a transparent language to an opaque language. Does this mean their brains are not exercised to interpret, decode and decipher their second language?
It seems like the latter group has many more obstacles…
In this week’s reading, I made particular note of the fact that, as second language learners progress, mistakes that they seem to have overcome may reappear. The text explicitly states that this is not necessarily due to regression, but rather, to progression into a deeper level of language development and use. It sort of reminded me of how progress is often viewed as a process involving “one step forward and two steps back.” However, in many instances (of progress in general or progress in second language acquisition), advancement by moving “deeper” (and the associated struggles of deeper involvement) is often confused with moving backwards or “two steps back.” Still, it is also important to recognize that, in other circumstances, resurfacing of errors may be indicative of a problem that requires attention. Thus, as teachers, it is important that we learn about and understand the subtle differences between the resurfacing of “errors” that reflect progress vs. “errors” that may signal regression or some sort of problem that needs to be addressed. So, what sort of resources (texts, school counselors, etc.) can we use to learn the differences between these types of “errors” such that we can best serve the children that we teach?
In several readings from this course and others, the significance of conversation is mentioned repeatedly. When developing students’ confidence and autonomy, interactions with peers and, especially, teachers are key. Likewise, when developing students’ second language acquisition, conversation resurfaces again. Lem explores conversation in greater detail in chapters two and three in Teaching Reading to English Language Learners.
Lems introduces two concepts of Basic Interpersonal Communicative Skills (BICS) and Cognitive Academic Language Proficiency (CALP) need to be addressed in teaching English as a new language. Although children may possess more sophisticated conversational skills (BICS), CALP may lag behind. In an attempt to support the growth of CALP, Lems notes that teachers NEED to incorporate rich academic vocabulary into conversations. It was particularly interesting to look at oracy as a process vs. static.
If “discourse markers” or gestures supports language development, Are gestures standard across cultures? If not, how might this be addressed?
If students’ have to be motivated and be willing to invest effort, what are some effective ways to engage students?
A tangent: This week a speech pathologist shared in an interview the importance of conversations to aid his clients’ speech therapy. For a film, for instance, he worked with Robert DeNiro develop a southern drawl. DeNiro made phone calls to practice his skills. The speech pathologist went on to say that no matter how far you travel or ‘developed’ or ‘altered’ your speech becomes, when you return ‘home,’ ‘ your mouth will know when you’re home.’
Throughout Lems chapter 4 I was reminded of a few different aspect of the reading process, especially second language acquisition. In the beginning, I focused in on some of the mental processes of reading. Typically, in English, word decoding is a bottom up process. Although LeBerge and Samuels’ bottom-up view is sometimes challenged, it stands true that readers must have the ability to decode rather effortlessly in order to maximize comprehension. Lems, states that during reading we perform many steps very rapidly including begin able to hold pieces of the puzzle in working memory. From working with struggling readers who have English as their native language, I know how difficult it can be to learn to read and write. In learning English as a second language, this process is only even more complex. The chart on page 81 shows that English is an opaque language in both directions, symbol-to-sound and sound-to-symbol. I find it very interesting how many other languages have at least one more transparent aspect to the language and in may cases even both! The readings this week were just another reminder about the complex challenges that English language learners face.
On the other hand, the pictures represented throughout the chapter show not only other language’s orthographies, but English’s use of alphabetic, numeric, and simplified spellings reminded me of the vast resources we as teachers can pull from to connect with our students. Environmental print has the unique ability to make even the most hesitant readers and writers feel confident, excited, and like they are making progress. Things as simple as recognizing the name of their favorite cereal or seeing a familiar restaurant can sometimes spark changes in a hesitant student.
The readings for this week were interesting to read to learn more about the factors and theories on second language acquisition. The theories that I took note of was input and output hypothesis. Input hypothesis requires a great amount of exposure of the spoken and written language, as well as be delivered at a comprehensible level of the learner. I’m currently learning Italian, in order to acquire the new language the professor method of teaching is to expose the class hour only speaking Italian in a comprehensible way that we can understand. As for output hypothesis, not only learners need to be exposed to the spoken and written language, but also interact with the new language. Just like it’s difficult for ELLs to develop communicative competence in the L2 it’s also difficult for me in Italian. Interacting in the new language can be difficult when you don’t have the opportunity to use the language outside from the classroom. As my fellow classmate mentioned, the students at her school had bilingual parents, whereas some Hispanic ELLs parents struggle with second language making it difficult for the learner to interact with the language outside of the classroom. Both theories are important for second language acquisition because both the input and output that they receive develops their listening, speaking, reading and writing leading to one goal of reaching communicative competence.
Re: the article, “English Language Learners,” in A Teacher’s Guide to Diversity…
I have heard before that children who do not learn a second language very early in life are at a disadvantage when they finally do learn a new language. This article suggests that after the age of seven, children may not learn a new language effortlessly.
This has worried me for my own eight-year-old because, while I wanted my son to learn a new language, it is easier said than done when you are a parent. He now really struggles in his Spanish class and I wonder all the time what his experience could be had I pushed more for him to learn a new language during his earliest years.
But, despite more “advanced” ages, people come to the U.S. and, as shown by the video in class last week, many work extremely hard to learn a difficult language. And this week’s article also mentioned that adults can sometimes have an easier time learning a language because they already know another entire language system and can build from there.
I think that no matter the age, an ELL student, with the help of a supportive teacher and learning environment, can find ways to connect with this new language. From my perspective as a future K-5 teacher and someone who loves languages, this article was very encouraging because it pointed out the advantages of learning new languages during childhood AND adulthood. Just because a child or adult missed their prime “window” of learning a language does not mean they have missed out entirely!
I too was wondering about that section. I had heard prior to reading that children will be at an advantage if they start learning a second language at a young age, which was one of the reasons why my public school district started implementing Spanish as a “special” in the elementary schools. However, I was slightly skeptical that it was a good idea. After reading previous articles for this class that note how ELLs will learn to read in a second language more quickly if they already know how to read in their native language, I felt like these two topics are somewhat contradictory. Children are beginning readers from the ages of 4-7… they will not have that strong foundation built yet.
Also, as naglej commented below, I feel like the motivation for young children to learn this second language is not always high. When I was required to take a second language in high school, at least I was given the choice of 5 or 6 languages to choose from. If a second language class is offered for elementary students, usually it is chosen for them. In addition to that, the students do not always understand why they are being forced to learn the new language. When I was student teaching last spring in a 3rd grade class, it was clear that the class really dreaded their once a week Spanish class. Several students commented to me that they didn’t know why they had to do it and they thought it was stupid. If the students aren’t motivated to learn the language, then they aren’t going to fully commit themselves to it.
I agree with what “amydel” posted. I remember learning that languages could be best learned before the age of 12, but this article goes as far as saying that the age is 7! I feel that, while it may be harder to obtain the native like accent after these young ages, there is hope for adult language learners. I didn’t start learning German til I was about 15. Since then I believe my accent has drastically improved. (I do believe motivation plays a big role in that as well, seeing as German moved from a “lame required” class to my major!) So, while I may not be confused with a native German, those natives have a harder time laying finger on which accent it is that I have. But, I wanted to mention a point brought up in the article on page 74. In my foreign language ed. classes communication has always been emphazised (whether its through lisetning, speaking, reading or writing), but after reading this I realize just how important reading and writing play in ELLs language development. This goes along with CALP, the need to work on students academic vocabulary so that we prepare them for college and the job place-for the future, and not just survival in the classroom. Here is a good quote from the article:
“approaches focusing on communication
and comprehension are beneficial in the early stages of learning a second language. However,“they may not be sufficient to get learners to continue developing their second language abilities to advanced levels.” Then this is where it mentions fossilization. They need to be given opportunities to develop their CALP especially through writing and reading to be able to succeed after high school.
This week’s reading is a reminder of all the various factors that affect learners. As I read, I thought of my students who come into a classroom with such differing backgrounds and abilities. When motivation was discussed however, I went back to high school and my Spanish class. I was there because of a requirement. I knew I had to pass two years of a foreign language to get through high school. This ‘instrumental motivation’ got me through the two years and another year during my undergrad work but it did not help me learn a language. If I went to a Spanish speaking country, I could ask for a bathroom and that is about it. Yet, when students come to school without knowing the language, they are expected to understand, and comprehend much quicker.
I was also struck by the section on pg 17 that discusses challenging curriculum. I think many times educators do not keep this in mind. (Myself included!) I think that will be something I take with me. The standards should be high but the scaffolding should be in place to support ELL students. Also on pg 17 the author discusses how this looks in the classroom. I am becoming more aware of giving the opportunities to my students to listen, speak, read, write and communicate on a daily basis. It is amazing but this is another area I think some students lose out on.
The Teacher’s Guide to Diversity, Voulme II states that, “research shows that learning a new language as an adult has certain advantages, and learning the same language as a child has other advantages” (p. 70). As a child I grew up around my family members who spoke Polish. While it was not my first language, I was surrounded by babysitters, a.k.a. “family members”, who spoke it regularly as a first language. I used to easily pick up words that they were saying and could understand a lot of the language also. Speaking it was always a bit more difficult for me.
I high school I took 3 years of Spanish and couldn’t speak very much a year later. I had nowhere to practice it. Years later when I began working at a bilingual school I remember many of the words, but forget the sentence structures. It takes me a while to think about what I need to say in Spanish before I say it. I find that Spanish was even harder to learn later than earlier and that maybe for me, as a learner, I struggle more than some other people might when it comes to learning a language. My point is…that I agree, for me, that it has been more difficult as an adult to learn another language.
After reading A Teacher’s Guide to Diversity: Building a Knowledge Base, I am left questioning, “research shows that learning a new language as an adult has certain advantages, and learning the same language as a child has other advantages” (p. 70). I have also heard before that a child that doesn’t learn a new language at an early age is at a disadvantage later if they try. This article states that a child after 7 will have trouble learning a new language.
Similar to Lindsay’s blog posting, I grew up around family members who spoke Hebrew, Arabic and French. French was the more predominantly used language. I could not speak it but I was able to understand a few words and general gist of what was being said. Often times my grandmother will assume I speak French and want to say something not to be heard by others and I will nod yes or no with my basic understanding.
From the age 4 to 9 I learned to speak and read Hebrew. Not so much conversational as to just recognize the letters and be able to write things and understand words (vocab). I was quick to grasp it. Now at 30 I can barely read the Hebrew alphabet. Everything I learned has been forgotten because I stopped using it.
From 8th grade through 12th grade, plus 3 semesters of college I took Spanish. I am horrible at Spanish. I can understand the most basic and have an idea on a lot of vocabulary and a handful of verbs, but when someone speaks it to me I am lost.
I tired a college course in French thinking that I would pick it up since I heard so much of it growing up. Maybe it was too much Spanish learning, some Hebrew, or my own inability – but I was worse in French than any other language and never took a course again.
So like Lindsay and the reading points out, I agree, it has been more difficult as an adult to learn another language.
Page 8 of the article touches on a very important topic for me, the differences in outlook that speakers of other languages embody when speaking that language. The text talks about how different cultures have developed language for different purposes, based on specific cultural needs. This means that direct translation is a very difficult process across languages. In my experiences as a hiring supervisor at Six Flags Great Adventure, I have processed many people from different cultural backgrounds. I learned very quickly that for our Thai employees, not returning a bow is a very hurtful insult, as the subordinate will always initiate a deep bow and the superior is meant to return the bow, albeit not so deep, whenever the superior addresses the subordinates. When introducing myself, I had a roomful of Thai employees bow deeply, clasping their hands together in a specific position, and murmuring “sawat dee khrap.” I initially did not return this gesture, and they seemed visibly upset. After asking about it, I learned that it was customary to return the bow, and I never made the mistake again. The fact that their culture developed such an intricate system of addressing superiors and distinguishing between the hierarchy in their society is mind-boggling. This is a perfect example of how a culture’s language (not only the spoken language, but the gesticulations involved as well) develop based on cultural need. I find it very interesting that there are such distinct cultural cues that develop so intricately based on tradition and need.
In English Language Learners, there is a valid point made to support the first language because it interacts with the second language in the process of learning. This is without question 100% true. Let’s reverse roles for a second. Just go back to (or pretend) your days of learning a foreign language in middle/high school. Imagine how much more difficult it would have been if you had to learn it overseas or if the teacher didn’t use English as a base language to compare and translate everything to. I can vividly recall when learning German I back in high school, the teacher constantly supported English. As a matter of fact, there were times where students’ grammar in English was corrected as a result of learning something in German. Also think of cognates. The German language shares many words with English, with a similar or sometimes identical spelling and pronunciation. Even if you are teaching a class with ELL students integrated, I would strongly encourage for you to take the time and minimal effort to learn a few basic words in their native language. You would be surprised in the difference it makes, in attitude alone. During the little experience I have had with ELL students, I can personally vouch for that. I can personally say that learning a few phrases in Spanish, put a smile on the faces of a couple Mexican girls I had in class several times. I can imagine what goes on in their minds – if I am taking the time to learn their language (late in life) they are going to try harder to learn English. Also again, I cannot stress how much simpler it is to connect to them if you have any knowledge of your ELL students’ native tongues. Especially in this area, we are at a slight advantage since Spanish seems to be the majority language of many ELL students.
The articles have demonstrated the complexity of second language acquisition. When considering the impacts of L1 on the acquisition of L2, I am hesitant. If we gear our instruction in a way that makes superficial connections between the two language, we are setting our students up to suffer false transfer. Therefore, I am a proponent of immersion for second language learners. Although the impacts of L1 on L2 are undeniable, need be considered, and should inform instruction, the integrity of L2 need not be jeopardized.
Chapter Two of the text mentions that our first language serves as” an already established system of meanings.”(Vygotsky) I spent a majority of my subbing day last week with AP Chinese kids. I am always intrigued by many of these children. Many of them are just brilliant. We had some free time and I asked many questions. Yes, a majority of the children have tiger type parents but I am not convinced that learning out of fear makes you a successful student. The other similarities shared were Chinese was spoken at home, Chinese school on Saturday, and parents were bilingual. Were the parent’s first generation? Many were. Did they speak English when they arrived? Oh yes.
In comparing the Hispanic Ells, the difference here is that many of the Hispanic kids have parents that struggle with a second language. Did not speak English when they came here and no one goes to Guatemalan or Mexican school on the weekends to improve their native tongue or get in touch with their culture.
Chinese Ells are going from opaque language to opaque language. It is necessary for them to decode and decipher in both languages. Are their brains conditioned to learn another opaque language? Spanish speaking Ells are going from a transparent language to an opaque language. Does this mean their brains are not exercised to interpret, decode and decipher their second language?
It seems like the latter group has many more obstacles…
In this week’s reading, I made particular note of the fact that, as second language learners progress, mistakes that they seem to have overcome may reappear. The text explicitly states that this is not necessarily due to regression, but rather, to progression into a deeper level of language development and use. It sort of reminded me of how progress is often viewed as a process involving “one step forward and two steps back.” However, in many instances (of progress in general or progress in second language acquisition), advancement by moving “deeper” (and the associated struggles of deeper involvement) is often confused with moving backwards or “two steps back.” Still, it is also important to recognize that, in other circumstances, resurfacing of errors may be indicative of a problem that requires attention. Thus, as teachers, it is important that we learn about and understand the subtle differences between the resurfacing of “errors” that reflect progress vs. “errors” that may signal regression or some sort of problem that needs to be addressed. So, what sort of resources (texts, school counselors, etc.) can we use to learn the differences between these types of “errors” such that we can best serve the children that we teach?
In several readings from this course and others, the significance of conversation is mentioned repeatedly. When developing students’ confidence and autonomy, interactions with peers and, especially, teachers are key. Likewise, when developing students’ second language acquisition, conversation resurfaces again. Lem explores conversation in greater detail in chapters two and three in Teaching Reading to English Language Learners.
Lems introduces two concepts of Basic Interpersonal Communicative Skills (BICS) and Cognitive Academic Language Proficiency (CALP) need to be addressed in teaching English as a new language. Although children may possess more sophisticated conversational skills (BICS), CALP may lag behind. In an attempt to support the growth of CALP, Lems notes that teachers NEED to incorporate rich academic vocabulary into conversations. It was particularly interesting to look at oracy as a process vs. static.
If “discourse markers” or gestures supports language development, Are gestures standard across cultures? If not, how might this be addressed?
If students’ have to be motivated and be willing to invest effort, what are some effective ways to engage students?
A tangent: This week a speech pathologist shared in an interview the importance of conversations to aid his clients’ speech therapy. For a film, for instance, he worked with Robert DeNiro develop a southern drawl. DeNiro made phone calls to practice his skills. The speech pathologist went on to say that no matter how far you travel or ‘developed’ or ‘altered’ your speech becomes, when you return ‘home,’ ‘ your mouth will know when you’re home.’
Throughout Lems chapter 4 I was reminded of a few different aspect of the reading process, especially second language acquisition. In the beginning, I focused in on some of the mental processes of reading. Typically, in English, word decoding is a bottom up process. Although LeBerge and Samuels’ bottom-up view is sometimes challenged, it stands true that readers must have the ability to decode rather effortlessly in order to maximize comprehension. Lems, states that during reading we perform many steps very rapidly including begin able to hold pieces of the puzzle in working memory. From working with struggling readers who have English as their native language, I know how difficult it can be to learn to read and write. In learning English as a second language, this process is only even more complex. The chart on page 81 shows that English is an opaque language in both directions, symbol-to-sound and sound-to-symbol. I find it very interesting how many other languages have at least one more transparent aspect to the language and in may cases even both! The readings this week were just another reminder about the complex challenges that English language learners face.
On the other hand, the pictures represented throughout the chapter show not only other language’s orthographies, but English’s use of alphabetic, numeric, and simplified spellings reminded me of the vast resources we as teachers can pull from to connect with our students. Environmental print has the unique ability to make even the most hesitant readers and writers feel confident, excited, and like they are making progress. Things as simple as recognizing the name of their favorite cereal or seeing a familiar restaurant can sometimes spark changes in a hesitant student.
The readings for this week were interesting to read to learn more about the factors and theories on second language acquisition. The theories that I took note of was input and output hypothesis. Input hypothesis requires a great amount of exposure of the spoken and written language, as well as be delivered at a comprehensible level of the learner. I’m currently learning Italian, in order to acquire the new language the professor method of teaching is to expose the class hour only speaking Italian in a comprehensible way that we can understand. As for output hypothesis, not only learners need to be exposed to the spoken and written language, but also interact with the new language. Just like it’s difficult for ELLs to develop communicative competence in the L2 it’s also difficult for me in Italian. Interacting in the new language can be difficult when you don’t have the opportunity to use the language outside from the classroom. As my fellow classmate mentioned, the students at her school had bilingual parents, whereas some Hispanic ELLs parents struggle with second language making it difficult for the learner to interact with the language outside of the classroom. Both theories are important for second language acquisition because both the input and output that they receive develops their listening, speaking, reading and writing leading to one goal of reaching communicative competence.
Re: the article, “English Language Learners,” in A Teacher’s Guide to Diversity…
I have heard before that children who do not learn a second language very early in life are at a disadvantage when they finally do learn a new language. This article suggests that after the age of seven, children may not learn a new language effortlessly.
This has worried me for my own eight-year-old because, while I wanted my son to learn a new language, it is easier said than done when you are a parent. He now really struggles in his Spanish class and I wonder all the time what his experience could be had I pushed more for him to learn a new language during his earliest years.
But, despite more “advanced” ages, people come to the U.S. and, as shown by the video in class last week, many work extremely hard to learn a difficult language. And this week’s article also mentioned that adults can sometimes have an easier time learning a language because they already know another entire language system and can build from there.
I think that no matter the age, an ELL student, with the help of a supportive teacher and learning environment, can find ways to connect with this new language. From my perspective as a future K-5 teacher and someone who loves languages, this article was very encouraging because it pointed out the advantages of learning new languages during childhood AND adulthood. Just because a child or adult missed their prime “window” of learning a language does not mean they have missed out entirely!
I too was wondering about that section. I had heard prior to reading that children will be at an advantage if they start learning a second language at a young age, which was one of the reasons why my public school district started implementing Spanish as a “special” in the elementary schools. However, I was slightly skeptical that it was a good idea. After reading previous articles for this class that note how ELLs will learn to read in a second language more quickly if they already know how to read in their native language, I felt like these two topics are somewhat contradictory. Children are beginning readers from the ages of 4-7… they will not have that strong foundation built yet.
Also, as naglej commented below, I feel like the motivation for young children to learn this second language is not always high. When I was required to take a second language in high school, at least I was given the choice of 5 or 6 languages to choose from. If a second language class is offered for elementary students, usually it is chosen for them. In addition to that, the students do not always understand why they are being forced to learn the new language. When I was student teaching last spring in a 3rd grade class, it was clear that the class really dreaded their once a week Spanish class. Several students commented to me that they didn’t know why they had to do it and they thought it was stupid. If the students aren’t motivated to learn the language, then they aren’t going to fully commit themselves to it.
I agree with what “amydel” posted. I remember learning that languages could be best learned before the age of 12, but this article goes as far as saying that the age is 7! I feel that, while it may be harder to obtain the native like accent after these young ages, there is hope for adult language learners. I didn’t start learning German til I was about 15. Since then I believe my accent has drastically improved. (I do believe motivation plays a big role in that as well, seeing as German moved from a “lame required” class to my major!) So, while I may not be confused with a native German, those natives have a harder time laying finger on which accent it is that I have. But, I wanted to mention a point brought up in the article on page 74. In my foreign language ed. classes communication has always been emphazised (whether its through lisetning, speaking, reading or writing), but after reading this I realize just how important reading and writing play in ELLs language development. This goes along with CALP, the need to work on students academic vocabulary so that we prepare them for college and the job place-for the future, and not just survival in the classroom. Here is a good quote from the article:
“approaches focusing on communication
and comprehension are beneficial in the early stages of learning a second language. However,“they may not be sufficient to get learners to continue developing their second language abilities to advanced levels.” Then this is where it mentions fossilization. They need to be given opportunities to develop their CALP especially through writing and reading to be able to succeed after high school.
This week’s reading is a reminder of all the various factors that affect learners. As I read, I thought of my students who come into a classroom with such differing backgrounds and abilities. When motivation was discussed however, I went back to high school and my Spanish class. I was there because of a requirement. I knew I had to pass two years of a foreign language to get through high school. This ‘instrumental motivation’ got me through the two years and another year during my undergrad work but it did not help me learn a language. If I went to a Spanish speaking country, I could ask for a bathroom and that is about it. Yet, when students come to school without knowing the language, they are expected to understand, and comprehend much quicker.
I was also struck by the section on pg 17 that discusses challenging curriculum. I think many times educators do not keep this in mind. (Myself included!) I think that will be something I take with me. The standards should be high but the scaffolding should be in place to support ELL students. Also on pg 17 the author discusses how this looks in the classroom. I am becoming more aware of giving the opportunities to my students to listen, speak, read, write and communicate on a daily basis. It is amazing but this is another area I think some students lose out on.
The Teacher’s Guide to Diversity, Voulme II states that, “research shows that learning a new language as an adult has certain advantages, and learning the same language as a child has other advantages” (p. 70). As a child I grew up around my family members who spoke Polish. While it was not my first language, I was surrounded by babysitters, a.k.a. “family members”, who spoke it regularly as a first language. I used to easily pick up words that they were saying and could understand a lot of the language also. Speaking it was always a bit more difficult for me.
I high school I took 3 years of Spanish and couldn’t speak very much a year later. I had nowhere to practice it. Years later when I began working at a bilingual school I remember many of the words, but forget the sentence structures. It takes me a while to think about what I need to say in Spanish before I say it. I find that Spanish was even harder to learn later than earlier and that maybe for me, as a learner, I struggle more than some other people might when it comes to learning a language. My point is…that I agree, for me, that it has been more difficult as an adult to learn another language.
After reading A Teacher’s Guide to Diversity: Building a Knowledge Base, I am left questioning, “research shows that learning a new language as an adult has certain advantages, and learning the same language as a child has other advantages” (p. 70). I have also heard before that a child that doesn’t learn a new language at an early age is at a disadvantage later if they try. This article states that a child after 7 will have trouble learning a new language.
Similar to Lindsay’s blog posting, I grew up around family members who spoke Hebrew, Arabic and French. French was the more predominantly used language. I could not speak it but I was able to understand a few words and general gist of what was being said. Often times my grandmother will assume I speak French and want to say something not to be heard by others and I will nod yes or no with my basic understanding.
From the age 4 to 9 I learned to speak and read Hebrew. Not so much conversational as to just recognize the letters and be able to write things and understand words (vocab). I was quick to grasp it. Now at 30 I can barely read the Hebrew alphabet. Everything I learned has been forgotten because I stopped using it.
From 8th grade through 12th grade, plus 3 semesters of college I took Spanish. I am horrible at Spanish. I can understand the most basic and have an idea on a lot of vocabulary and a handful of verbs, but when someone speaks it to me I am lost.
I tired a college course in French thinking that I would pick it up since I heard so much of it growing up. Maybe it was too much Spanish learning, some Hebrew, or my own inability – but I was worse in French than any other language and never took a course again.
So like Lindsay and the reading points out, I agree, it has been more difficult as an adult to learn another language.
Page 8 of the article touches on a very important topic for me, the differences in outlook that speakers of other languages embody when speaking that language. The text talks about how different cultures have developed language for different purposes, based on specific cultural needs. This means that direct translation is a very difficult process across languages. In my experiences as a hiring supervisor at Six Flags Great Adventure, I have processed many people from different cultural backgrounds. I learned very quickly that for our Thai employees, not returning a bow is a very hurtful insult, as the subordinate will always initiate a deep bow and the superior is meant to return the bow, albeit not so deep, whenever the superior addresses the subordinates. When introducing myself, I had a roomful of Thai employees bow deeply, clasping their hands together in a specific position, and murmuring “sawat dee khrap.” I initially did not return this gesture, and they seemed visibly upset. After asking about it, I learned that it was customary to return the bow, and I never made the mistake again. The fact that their culture developed such an intricate system of addressing superiors and distinguishing between the hierarchy in their society is mind-boggling. This is a perfect example of how a culture’s language (not only the spoken language, but the gesticulations involved as well) develop based on cultural need. I find it very interesting that there are such distinct cultural cues that develop so intricately based on tradition and need.
In English Language Learners, there is a valid point made to support the first language because it interacts with the second language in the process of learning. This is without question 100% true. Let’s reverse roles for a second. Just go back to (or pretend) your days of learning a foreign language in middle/high school. Imagine how much more difficult it would have been if you had to learn it overseas or if the teacher didn’t use English as a base language to compare and translate everything to. I can vividly recall when learning German I back in high school, the teacher constantly supported English. As a matter of fact, there were times where students’ grammar in English was corrected as a result of learning something in German. Also think of cognates. The German language shares many words with English, with a similar or sometimes identical spelling and pronunciation. Even if you are teaching a class with ELL students integrated, I would strongly encourage for you to take the time and minimal effort to learn a few basic words in their native language. You would be surprised in the difference it makes, in attitude alone. During the little experience I have had with ELL students, I can personally vouch for that. I can personally say that learning a few phrases in Spanish, put a smile on the faces of a couple Mexican girls I had in class several times. I can imagine what goes on in their minds – if I am taking the time to learn their language (late in life) they are going to try harder to learn English. Also again, I cannot stress how much simpler it is to connect to them if you have any knowledge of your ELL students’ native tongues. Especially in this area, we are at a slight advantage since Spanish seems to be the majority language of many ELL students.
The articles have demonstrated the complexity of second language acquisition. When considering the impacts of L1 on the acquisition of L2, I am hesitant. If we gear our instruction in a way that makes superficial connections between the two language, we are setting our students up to suffer false transfer. Therefore, I am a proponent of immersion for second language learners. Although the impacts of L1 on L2 are undeniable, need be considered, and should inform instruction, the integrity of L2 need not be jeopardized.