Language Acquisition Principles
Melissa Pritchett
Grand Canyon University ESL-223
Jean White
04/20/2012
Language Acquisition Principles
Aida Walqui is well known in the education community for her work with teacher education programs. Her particular area of expertise is schools with cultural and linguistic diversity. Her article, Contextual Factors in Second Language Acquisition, focuses on the contextual factors of teaching English as a second language and how they affect the learning of our students. As children learn a second language, Walqui brings out, there are individual, social and societal factors that the teacher should consider (2002). Some of these are linked to the native language of the student. Things that a teacher must take into account include the student’s proficiency in their native tongue. Additionally, how much academic knowledge the student has in their native tongue and the amount of prior knowledge the student has of the English language. “The more academically sophisticated the student is in their native language, knowledge, and abilities” can make a difference in how quickly and efficiently the student can learn in a second language (Walqui, 2002). Another consideration is the linguistic difference between the native and second language. Some languages, like English and Spanish use a similar register. While languages like Korean and Chinese use a different resister, creating a larger gap between the languages. This is knowledge that can be helpful when planning instruction.
Society’s outlook on the native language of the student is also a factor to consider. If society looks down on their native language and culture, students may feel ashamed of their first language, thinking they need to lose it to gain English and to fit in (Walqui, 2002). “The societal and cultural contexts of the second language development have a large impact on second language learning” (Walqui, 2002). Immigrant children, especially, must face these challenges. This is linked
Grand Canyon University ESL-223
Jean White
04/20/2012
Language Acquisition Principles
Aida Walqui is well known in the education community for her work with teacher education programs. Her particular area of expertise is schools with cultural and linguistic diversity. Her article, Contextual Factors in Second Language Acquisition, focuses on the contextual factors of teaching English as a second language and how they affect the learning of our students. As children learn a second language, Walqui brings out, there are individual, social and societal factors that the teacher should consider (2002). Some of these are linked to the native language of the student. Things that a teacher must take into account include the student’s proficiency in their native tongue. Additionally, how much academic knowledge the student has in their native tongue and the amount of prior knowledge the student has of the English language. “The more academically sophisticated the student is in their native language, knowledge, and abilities” can make a difference in how quickly and efficiently the student can learn in a second language (Walqui, 2002). Another consideration is the linguistic difference between the native and second language. Some languages, like English and Spanish use a similar register. While languages like Korean and Chinese use a different resister, creating a larger gap between the languages. This is knowledge that can be helpful when planning instruction.
Society’s outlook on the native language of the student is also a factor to consider. If society looks down on their native language and culture, students may feel ashamed of their first language, thinking they need to lose it to gain English and to fit in (Walqui, 2002). “The societal and cultural contexts of the second language development have a large impact on second language learning” (Walqui, 2002). Immigrant children, especially, must face these challenges. This is linked