Second Language Acquisition

What is second language acquisition?

Second language acquisition, or sequential language acquisition, is learning a second language after a first language is already established. Many times this happens when a child who speaks a language other than English goes to school for the first time. Children have an easier time learning a second language, but anyone can do it at any age. It takes a lot of practice!

What is the best way to teach a second language?

There are many different things that factor into the decision about how to teach a person a second language, including the following:

language spoken in the home
amount of opportunity to practice the second language
internal motivation of the learner
reason that the second language is needed (e.g., to learn at school, to talk to a friend, or for

work)

There are different ways that to introduce the second language:

by setting (e.g., English is spoken only in the school, and Urdu is spoken only in the home)
by topic (e.g., French is spoken only during meal time, and Spanish is spoken during

school/work activities)
by speaker (e.g., Mom will speak only in German, and Dad speaks Russian only)

The ability of a person to use a second language will depend on his or her family’s ability to speak more than one language. It is important for parents/caregivers to provide a strong language model. If you cannot use the language well, you should not be teaching it.

Language Acquisition

Language Acquisition

We'd like to provide a concise explanation and overview of the process of language acquisition, as much of the conversation about the benefits of using sign language with infants rests on this premise.

Language seems to be unique to human beings, and therefore a lot of research has been conducted to demystify the development of language. What is language acquisition? Language acquisition is the process by which language develops in humans. How does language develop in humans? There are two ongoing debates about how language develops. One theory is that language is acquired through a pre-existing system of innate development that every person is born with. This is called the formalist view. The other side of the debate is that language is developed through a process of learning; this is the functionalist view. However, it may be a combination of the two theories to which language acuqisition can be attributed. For example, acquiston of the first language is said to follow the path of universal grammar (development), whereas second-language acquisition is characterized by exercising problem solving and active participation by the language learner (learning).

A child’s first word is still considered one of the major milestones in his or her life, which is eagerly anticipated by his/her parents. We now know that phonological awareness - "the understanding of sound structure of language, including the recognition that words are composed of syllabes and phonemes that can be changed and manipulated to create new words and meaning" (for easily understandable explanations of other scientific words related to language, follow the link www.apraxia-kids.org/site/pp.asp) - arises around the age of 2. Some different explanations have been offered as to the process of phonological development. We also know that the infant’s brain is characterized by its plasticity - for a further exploration on brain plasticity please visit faculty.washington.edu/chudler/plast.html.

But what does this mean in relation to language? Both sides of the brain have an equal chance to be involved in the acquisition of language, although later in life the left side of the brain will be more involved in speech processing.

What would happen if we were to teach children sign language to provide an early set of communication skills? Research studies have shown that interpersonal understanding and interactions supports language acquisition (Baldwin, 2000, Hodapp, et al., 1984). Learning to utilize signs would enhance the social interaction between the child and their caregiver, which might enhance his or her language development. Therefore, signing might not only support social development but also benefit language development. Research investigating the relationship between gestures and language acquisition (conducted predominantly by Goodwyn and Acredolo) refers to spontaneous gesture development in young children, which doesn’t seem to hinder their language development, but instead facilitate it.
For a brief account of the development of spontaneous gesturing examine the following link: www.tinyfingers.com/speech.html.