IMPACT OF SECOND LANGUAGE ACQUISITION AND BILINGUAL DEVELOPMENT

For the exam, please know the figures/charts on the following pages: ** • • Figure 10. 1 page 212 Figure 10. 2 page 218 Figure 10. 3 page 219 Table 10. 1 page 221 Figure 10. 4 page 224 Figure 10. 5 page 226 Table 10. 3 page 230

Some information taken from: ** • Roseberry-Mc. Kibbin, C. , Hegde, M. N. , & Tellis, G. (2019). An advanced review of speech-language pathology: Preparation for Praxis and comprehensive examination (5 th ed. ). Austin, TX: Pro-Ed.

In order to know what a language impairment (LI) is…** • We need to know what is typical for ELLs who are developing English • Many times, typical characteristics of second language acquisition and bilingualism are mistaken for symptoms of LI

I. TYPICAL CHARACTERISTICS OF BILINGUALISM AND SECOND LANGUAGE ACQUISITION

A. Language Loss** • Many ELL students’ L 1 is not maintained in school through bilingual education • Unfortunately→ language loss in L 1 • Thus, low test scores in both L 1 and English

B. Interference/Transfer** • When students are learning an L 2, they make errors that reflect the influence of L 1 • For example: in Spanish, a child would say “la casa verde” (the house green) • If a Spanish-speaking child pointed to a picture and said, “look—I see the house green” (instead of “I see the green house”) this would be transfer from Spanish, not a sign of a clinically significant problem with syntax

• **Transfer: syntax, morphology, phonology, semantics, pragmatics • Errors of transfer from L 1 are NOT signs of a communication disorder— just a difference

A youtube example of phonological interference: ** • The Big Bang Theory Sheldon’s Mandarin Chicken • Sheldon is unhappy because he thinks they changed the recipe, and he is learning Mandarin so he can tell them he wants his Mandarin chicken cooked the old way with the original tangerine peels

C. Silent Period** • In the early stages of learning an L 2, most students focus on comprehension and do very little speaking • The younger the student, the longer the silent period usually lasts • Students introduced to L 2 during the preschool years may speak very little in L 1 or in L 2 for more than one year

D. Interlanguage

For example, a child might be describing pictures: ** • Look, there are 3 chicken at the farm. They lay 10 eggs and the boys picking the egg up. Now the girl are getting more eggs. Their mom wants to cook egg for breakfast tomorrow for the kids.

E. Codeswitching** • Alternating between 2 languages within a single phrase, sentence, or discourse • Bilingual children commonly use this strategy • Normal communication behavior

For example: ** • Me gustaria manejar. I’ll take the car! Esta bien! • I feel a real sense of utang ng loob toward my boss. Talaga! • Ich bin hier and you are there — wir nicht zusammen heute.

Codeswitching is used by multilingual adults and children around the world**

In this youtube video…** • University seniors discuss summer plans (Spanish and English) • Youtube channel Celeste Roseberry • “Codeswitching Celeste Roseberry” • http: //www. youtube. com/watch? v=Nuq Xuy 3 Ac. BU

• F. Avoidance** • Students will avoid communicating in L 2 for fear of being laughed at or made fun of • They may be self-conscious about their accent, use of English grammatical structures, and people asking “Where are you from? ” (especially older learners)

G. Formulaic Language

II. Sociocultural Variables** • A. Socioeconomic status —lowincome children have difficulty with knowledge-based tests • B. Cultural styles— e. g. reduced eye contact with adults, being silent in the presence of an adult

III. Impact of Affective Variables in Second Language Acquisition** A. Motivation— instrumental vs. integrative • B. Personality • C. Self-esteem

IV. The Impact of Simultaneous and Sequential Bilingual Acquisition** • Simultaneous: child is exposed to 2 languages from infancy in natural situations • Interference between L 1 and L 2 is minimal

Early infancy is the ideal time for a child to be exposed to 2+ languages**

Sequential acquisition: ** • Child is exposed to L 1 during infancy, learns L 2 at a later time • Sequential learners--↑ diversity in rates and stages of acquisition

• **If L 2 is introduced sequentially before a strong L 1 foundation has been established (e. g. , 6 -8 years of age), L 1 development may be arrested or even regress while L 2 is being learned • These students, for a while, achieve low test scores in both L 1 and L 2—this can cause them to appear LI when they are not • Preschool children who learn English in a sequential manner are especially vulnerable to this situation

For example, if a Russian-speaking child is introduced to English in preschool at age 4, he may stop speaking very much in Russian for a time while he is trying to learn English**

V. 4 Stages of Second Language Acquisition in Sequential Learners • 1. Stage 1—preproduction:

Stage 2—early production:

Imagine how this student would perform on this Common Core State Standard: (1 st grade English Lang. Arts)** • Define words by category and by one or more key attributes (e. g. , a duck is a type of bird that swims and has feathers) • Distinguish shades of meaning among verbs differing in manner (e. g. , look, peek, glance, stare, glare, scowl)

Stage 3—Speech Emergence:

Stage 4: Intermediate Fluency** • 3 -4 yrs exposure to English • Beginning to develop solid academic English • Engages in extended discourse • Writes essays, critiques and analyzes information

VI. Separate vs. Common Underlying Proficiency** • The Separate Underlying Proficiency (SUP) model holds that L 1 and L 2 proficiencies are totally separate, and building skills in one language will not help the other language • Believers of SUP try to eradicate students’ L 1 through placing these students in “sink or swim” all-English classrooms and telling parents to “speak only English at home”

Cummins promoted the CUP model, which states: ** • “…the literacy-related aspects of a bilingual’s proficiency in L 1 and L 2 are seen as common or interdependent across languages… experience with either language can promote development of the proficiency underlying both languages, given adequate motivation and exposure to both either in school or in the wider environment”

According to theory of Common Underlying Proficiency…** • Building up one language positively affects the development of the other language • ***Parents need to speak to their child in the language in which they are most comfortable

Practical Implications of CUP:

Often older learners with a solid L 1 foundation perform quite well academically ** Because their solid L 1 foundation supports the learning of English and academic content

SUP and CUP

Unfortunately, many of our ELL students experience limited bilingualism** • These students do not receive L 1 support, and they try to learn L 2 (English) with a foundation that is not fully developed • These students experience negative cognitive effects and frequent academic failure • They can appear to be “language impaired, ” when in reality, they are merely not strong in either L 1 or English

**VII. BICS and CALP (*based on the work of Jim Cummins) • We can distinguish between two types of language fluency • When conducting assessments of ELLs for the possible presence of a language impairment, it is extremely important to understand • a) what type of language proficiency we are assessing, and • b) if our expectations are reasonable given the student’s length of exposure to English

A. Basic Interpersonal Communication Skills (BICS)** • “Picked up” quickly and easily from the environment • Oral language fluency--facilitates social interaction in daily life • Context-embedded, shared reality between speakers

There is contextual support for the interaction

B. Cognitive Academic Language Proficiency (CALP)…

For example, this 5 th grade science assignment involves CALP: ** (not on exam ) • “Condensers are devices that turn gases into liquids by cooling the gas quickly…. A condenser can change water vapor to a liquid. The water vapor comes in contact with a cold surface and condenses back into liquid water. It is important to keep the surface cold. The surface normally gets heated by the vapor and so becomes less efficient. In a laboratory condenser, this warming up is prevented by placing the cold surface inside a jacket of cold, flowing

th The assignment for the 5 grade student reads: ** (not on exam!) • Design and conduct an experiment to determine the best surface for condensing water vapor. Predict which surface you think will be best and explain your rationale for this prediction.

For some ELLs…** • CALP takes much longer to develop than BICS • If an ELL is proficient and literate in her first language, CALP can develop more quickly • However, if an ELL is from a low-income background and has no literacy skills in the first language, there can be a gap between BICS and CALP development—BICS develops much faster

In these cases, when we extrapolate from BICS to CALP…

Page 224 Zone of Vulnerability

In terms of typical timelines for English proficiency to develop to a native-like level, by some estimates: • BICS: 2 -3 years • CALP: 5 -10 years

However, Paradis states (p. 227)** • “…the time frame for ELLs to approach age-expected monolingual abilities in English well exceeds 3 years in most linguistic subdomains…linguistic skills may develop asynchronously…depends on multiple variables…”

Many English language proficiency tests assess just BICS** • A problem with this is that when a BICSoriented proficiency test labels an ELL student as “Fully English Proficient, ” professionals assume the student is ready to handle CALPoriented tests in English • These can include statewide school achievement tests, speech-language and psychological tests, etc. • The gap between the student’s BICS and CALP performance may lead to erroneous special education placement.

VIII. BILINGUAL EDUCATION AND ACADEMIC SUCCESS** • A. Introduction • American attitudes • Monolingual norm assumption/limited capacity hypothesis

** • Most students in Europe begin compulsory foreign language instruction before age 10 • Our 16 -year old Ukrainian exchange student, Miya, spoke English, Russian, Ukrainian, and French • She wants to get a Ph. D. in astrophysics in Paris—the program is taught all in French

U. S. Census Bureau 2020: ** • The United States is largely monolingual. In fact, only about 1520% of Americans consider themselves bilingual, compared to 56% of Europeans • 43% of the world population is bilingual, and 13% is trilingual

http: //www. cde. ca. gov/sp/el/er/s ealofbiliteracy. asp 2020** • The State Seal of Biliteracy (SSB), became effective January 1, 2012. • This program recognizes high school graduates who have attained a high level of proficiency in speaking, reading, and writing one or more languages in addition to English.

We know that: ** • In November 2016, California repealed Prop 227, which outlawed bilingual education • Public schools in some places are offering bilingual programs in Spanish, Mandarin, and other languages • We woke up and smelled the coffee!

California Educator: Students go Global** • Superintendent of Public Instruction launched Global California 2030 Goal: all California students be bilingual Goal: Triple the # of bilingual high school students in the next 12 years Goal: 75% of California high school

Benefits of Bilingualism in the Workplace

Power Differential

B. Ideal Bilingual Education Situation

• C. Additive vs. Subtractive Bilingualism** • Subtractive bilingualism is common in U. S. schools • The student’s L 1 is not nurtured or supported • It is replaced by L 2; language loss in L 1 • Academic failure--student not strong in either language

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***** • Additive bilingualism—the ideal situation, where the student’s L 1 is nurtured and developed along with L 2 • Research shows that additive bilingualism has great cognitive and linguistic benefits

(not on exam) American Airlines Magazine: ** • Smart Coos is a new program to teach your child to be bilingual • We live in a connected world…individuals who are multilingual have an advantage in this evolving landscape • The web-based platform provides children 0 -16 years with the opportunity to learn additional languages

(not on exam) American Airlines Magazine, continued: ** • “The benefits of knowing more than one language include keeping your brain healthy and actively engaged. In children, these skills can result in leaps in standardized test scores and improved performance in school. • Through Smart Coos, raising a bilingual child can become more attainable. ”

Research in Canada…(Bialystok & colleagues)

Neuropsychologist Tamar Gollan at UC San Diego…

Other benefits: ** • Bilingualism greater employment opportunities • Children: ethnic pride, cultural tradition, ability to communicate with non-English speaking family members

Even more benefits to fluent bilingualism —bilinguals have better:

Some celebrities are raising their children bilingual: ** (not on exam) • • Johnny Depp (French) Antonio Banderas (Spanish) Salma Hayek (Spanish) Jessica Alba (Spanish) Julianna Margulies (Russian, German) Charlize Theron (Afrikaans) J Lo (Spanish)

When we account for second language acquisition phenomena…** • We make many fewer misdiagnoses • We avoid mislabeling typicallydeveloping ELL students as having language impairments • We honor our students’ linguistic and cultural identities as they engage in the challenging and rewarding process of becoming successful, and hopefully proficient bilingual contributors

We need increasing numbers of bilingual U. S. citizens to do business in our continually shrinking world**