HOW IS A SECOND LANGUAGE LEARNED?
Language learning is a complex process that has been studied and is still in the process of being fully understood. There are hypotheses that have been developed to explain how language is learned. 40 years after first published, Stephen Krashen’s theories of language acquisition are still held to be key tenants of how language learners acquire language.
First, it is believed that language that sounds and comes naturally, comes from the acquisition of language, and less from the learning of a language. Therefore, teachers should focus on using natural, authentic, and meaningful activities in the classroom in order to help language learners communicate in the real world.
Next, it is believed that the acquisition of grammatical structures follows a natural order which is predictable and mimics that of first language acquisition. In Spanish, this means that a second language learner begins by acquiring present regulars (yo hablo) , then irregulars (yo sé, instead of yo sabo). After that, language learners acquire the progressive tense, (yo estaba hablando), followed by the past (yo hablé and yo hablaba), the future (yo hablaré), the subjunctive tense, and so on.
It is accepted that when language learners talk or write in their second languages, they produce only the language they have acquired, not the language they have learned. However, it is believed that learned language can be of use as students use the learned language to correct and monitor their language production. For their monitor to work, they have to have time to think, and they must have the knowledge for the task. Therefore, a combination of acquisition and learning is useful in helping language learners learn a second language more quickly. Beginning at an appropriate age when a child can consciously reflect on and analyze the language material to be learned can be introduced to make best use of the limited class time that is available for foreign language teaching. (NEWER RESEARCH)
Additionally, it is widely accepted that the language that is being learned and acquired must be comprehensible to the learner. In fact, it should be just slightly beyond the learner’s current level of competency.
Finally, it is understood that the learning environment combined with the disposition of the learner has much to do with the rate at which a learner acquires the language. When the learner is experiencing high anxiety, low self-esteem or low motivation, the affective filter is high and causes the learner to block out comprehensible input. So, learners need high motivation, high self-esteem, and low anxiety to learn well.
The diagram below does an excellent job of exemplifying the complex process of second language acquisition and learning.
HOW LONG WILL IT TAKE FOR MY CHILD TO FLUENTLY USE THE TARGET LANGUAGE?
There is no single answer to the question ‘How long does it take to learn a language?’ This can be confusing when so many apps and programs suggest that a language can be “learned” in as little as 15 minutes a day or just two weeks. For our purposes here, the goal of language acquisition and our definition is fluency in the target language at the advanced level. As was just discussed previously, language learning is a complex process made up of multiple factors that include, but not limited to: the method of instruction, access to comprehensible input, affective filter, access to an environment rich in the target language. Thomas and Collier, researchers on the effectiveness of language programs out of California determined that in programs that utilize content areas classes (science, social studies) to support Language Development classes (SLD) were found to be most effective in teaching students a second language. In grade 6 it was found that students in these programs began outperforming the median performance of monolingual students.
WHAT APPROACH DOES MANZANITA USE TO LANGAUGE LEARNING?
For the most part, Manzanita uses the Communicative approach to language learning. Students are provided with situations that simulate real life as much as possible. Students then learn the vocabulary necessary to discuss the topic. After learning the vocabulary, students are introduced to a variety of phrases that can be used to accomplish the task. Finally, students learn/induce the grammar that is required to use the language.
COMMUNICATIVE LANGUAGE TEACHING
Real communication is the focus of the language
Students are provided opportunities to experiment and try out what they know
Tolerance of language learner’s errors as they indicate that the learner is building up his or her communicative competence
Provide opportunities for learners to develop both accuracy and fluency
Link speaking, reading, and listening together
Students discover or induce grammar rules. (Richards, Communicative Language Teaching Today)
WHAT CAN I DO TO SUPPORT MY CHILD’S LEARNING AT HOME?
Use the language if you know it.
Find playmates for your child that know/use the language
Listen to music in the target language.
Listen to podcasts/books in the target language.
Watch television in the target language.
Travel to places where other people are using the language.
Encourage use of the language without being pushy or having the expectation of production.
Be supportive of the language use that occurs in the classroom.
Show your child through your own actions that you too are a language learner and that mistakes are part of the learning process.
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