Multilingual Language Development

Factors affecting multilingual language acquisition

Here are some examples of factors that might affect second language acquisition

• First language development

• Access to the language

• Age

• Motivation, personality, and learning style

• Peers and role models

• Quality of instruction

• Cultural background

BICS vs CALP

Myths and misconceptions about second language learning

MYTH 1: Children learn second languages quickly and easily.

MYTH 2: The younger the child, the more skilled he will become in acquiring a second language.

MYTH 3: The more time students spend in a second language context, the more quickly they will learn the language.

MYTH 4: Children have acquired a second language once they can speak it.

MYTH 5: All children learn a second language in the same way.

Principles of second language development in teaching EL students

Five principles of second language development are presented here, along with suggestions on how to implement these practices.

Principle #1: Students need to feel good about themselves and their relationships with others in second language learning situations. (Riggs & Hudelson, 1986)

• Foster friendships among EL students and their peers/teachers

• Promote cooperative learning activities

• Arrange for peer study partners

• Use language skills and cultural knowledge of EL students as resources in the classroom

• Have students make bilingual dictionaries for different content areas

• Have students provide information on food, music, dance, games, folk tales, etc.

• Have students share personal likes and dislikes

• Provide learning settings in which students feel at ease

Principle #2: Comprehension naturally preceded production during the process of second language development. (Krashen & Terrell, 1983)

• Provide comprehensible input within meaningful contexts

• Give plenty of opportunities to read good literature that is age appropriate and suitable to students' proficiency levels

• Allow students to show comprehension/competency non-verbally

• If possible, use students' native language as a means to develop necessary concepts

Principle #3: Second language competency develops most quickly when the learner focuses on accomplishing tasks, rather than focusing on the language itself. (Rigg & Hudelson, 1986; Krashen & Terrell, 1983)

• Give chances for student to work on group assignments (purposefully)

• Begin with concrete experience

• Focus on purposeful content-related activities

Principle #4: Students can learn to read and write in a second language while they develop their oral skills. (Riggs & Hudelson, 1986)

• Use the language experience approach to promote both oral and written communication

• Provide meaningful writing opportunities

• Teach note taking skills (not just copying notes from the board)

• Make authentic reading resources available

• Involve students in journal writing

Principle #5: Learners acquire a second language through trial and error; mistakes are part of the natural process. (Rigg & Hudelson, 1986; Krashen & Terrell, 1983)

• Focus on what students communicate, rather than how they communicate

• Don't correct students' mistakes all the time, especially when the correction interrupts communication

• Use students' errors as indicators of their progress in developing second language skills

English Language Development vs. Bilingual Education

ESL and Bilingual Education: Understanding the Differences