Understanding Language Acquisition
What are the Ideal Conditions for Language Learning?
Exposure to vast quantities of language
Many opportunities to interact with more proficient language users
No expectations to understand or produce language that is too far beyond their current stage of language development
Language directed to them is simplified (e.g. shorter sentences, slower rate of speech, repetition of words and phrases)
Language directed to them is strongly linked to context (e.g. visuals)
Language errors are seldom pointed out or criticized
Speech errors are seldom corrected; rather rephrased to model correct utterances
Language learners' responses are expanded upon
Language is learned through purposeful use
- Coelho, E. (2016). Adding English: A guide to teaching in multilingual classrooms (pp. 160-161). University of Toronto Press.
"Many teachers mistakenly believe that students can’t learn academic language until they have become proficient in social English. It is important to understand that BICS and CALP develop simultaneously, but the acquisition of academic language takes longer. Therefore, teachers should begin instruction in academic language as soon as possible." - IRIS Center
Tools for Scaffolding Lessons According to Stages of Language Proficiency
ESL Pyramid of Supports - Supporting Chart.pdf
The Affective Filter Hypothesis
Coined by Stephen Krashen (1986)
Three categories of variables play a role in language acquisition:
Motivation
Self-confidence
Anxiety
When feeling or emotions such as anxiety, fear or embarrassment are elevated, it becomes difficult for language learning to occur.
Commonly described as an imaginary wall that rises in the mind and prevents input, thus blocking cognition.
When the affective filter is lowered, feelings of safety are high, and language acquisition occurs
Links between Language Learning and Attention
Some learners are unable to sustain their focus when experiencing an overload and so cannot meet the demands of the learning experience.
You may notice a combination of any of the following behaviours:
Shut down
Seem off task
Fidget with objects
Do not seem to know what they should be doing
Avoid tasks
Want out of the seat
Seem overwhelmed
Requiring constant monitoring to stay on task
Easily sidetracked
Daydreaming or having a blank stare
Get frustrated or discouraged easily
Get bogged down by the task
Require lots of breaks
Need more time to complete a task
Have difficulty following the pace of the lesson
Offer irrelevant answers or information
- Arnett, K., & Bourgoin, R. (2018). Access for Success: Making Inclusion work for language learners. Pearson Canada.