Key Theories and Practices in Early Language Learning
Key Theories in Second Language Acquisition
Burstall: Carried out a pilot study in England, comparing two groups of students with five years of language instruction. One group began learning French at age 8, while the second started at age 11 (secondary school). Results showed that later starters were consistently superior.
Muñoz: Compared three different starting ages (8, 11, and 14). After a similar number of instruction hours, students who started older performed better in nearly all linguistic areas.
Singleton: Explains that formal learning environments often lack sufficient exposure for younger learners to show an age advantage.
Critical and Sensitive Periods: The critical period hypothesis suggests that complete language acquisition is only possible within a specific period of life. The sensitive period hypothesis posits that acquisition is easier within this period but not impossible afterward.
Cenoz: Cenoz’s studies analyzed the application needs of foreign languages in pre-school education in relation to private academic training.
Richards’ Areas of Teacher Knowledge
Richards identified several key areas of knowledge for language teachers:
- Theories of teaching
- Development of teaching competence and skills
- Content knowledge of the different subjects included in the specialty
- Psychopedagogic and didactic knowledge
- Knowledge of the school context
- Practical knowledge
Richards’ List of Specific Teacher Knowledge
Richards also detailed specific knowledge areas, including:
- Selecting learning activities
- Preparing students for new learning
- Presenting learning activities
- Asking questions
- Checking students’ understanding
- Providing opportunities for practice of new items
- Monitoring students’ learning
- Giving feedback on student learning
The Importance of Assembly
Assembly is very important because it allows students to express themselves and learn gradually. Using consistent routines and simple acquisition structures is crucial.
Chomsky’s Universal Grammar
Chomsky’s theory claims that humans are genetically endowed with a specific language faculty called Universal Grammar (UG). UG explains why input alone is insufficient for language acquisition, as oral language has specific characteristics and lacks overt negative evidence. UG provides the appropriate linguistic principles.
UG is based on principles and parameters. Parameters are set by input. Pragmatic knowledge (PG) must be learned through experience.
Krashen’s Hypotheses
Krashen proposed several key hypotheses:
- Acquisition-Learning: Acquisition is a natural, subconscious process. Learning is a conscious process, typically in instructional settings.
- Natural Order: There is a predictable order in which second language rules are acquired, which doesn’t always match teaching program sequences.
- Monitor: The acquired system initiates utterances, while the learned system is used for planning, editing, and correcting.
- Input: Input received by students is essential. Comprehensible input, slightly beyond the learner’s current competence, is key to learning.
- Affective Filter: Factors like anxiety, stress, or lack of motivation can raise the affective filter, hindering learning. Reducing these factors lowers the filter, allowing comprehensible input to reach students.
Schumann’s Social Distance
Schumann described social distance as a group phenomenon with eight factors:
- Social dominance
- Integration pattern
- Enclosure
- Cohesiveness
- Size
- Cultural congruence
- Attitude
- Intended length of residence
Motivation in Language Learning
A distinction is made between integrative and instrumental motivation. Integrative motivation involves a desire to identify with another ethnolinguistic group, often including emotional/affective factors. Instrumental motivation serves utilitarian purposes, such as improving social condition or meeting educational needs.
Top 10 Signs of a Good Kindergarten Classroom
- Children are playing and working with materials or other children, not required to sit in silence for long periods.
- Children have access to various activities (construction, simulation games, books, art, board games, puzzles).
- Teachers work with individual children, small groups, and the whole group at different times.
- The classroom is decorated with children’s artwork, their own writing, and stories.
- Children learn numbers and the alphabet in the context of daily experiences (e.g., exploring nature, cooking).
- Children work on projects and have ample time to play and explore.
- Children have daily outdoor playtime (weather permitting).
- Teachers read books to children throughout the day.
- The curriculum is adapted for children who are ahead and those needing extra help.
- Children and parents look forward to school; parents feel safe, and children are happy.
Benefits of Using Songs
Songs are entertaining and motivating, making them a valuable tool for language learning. They are fun, facilitate learning, and promote oral language. Songs also create a relaxing and motivating atmosphere.
Storytelling
Storytelling is the narration and performance of a story by the teacher. The story should be easy and interesting for children.
Difference Between Telling and Reading: Reading involves reading the author’s words directly from a book. Telling involves adding expressions, gestures, sounds, repetition, and interpretation.
Benefits of Storytelling:
- Increases imagination and promotes critical thinking.
- Encourages cooperation.
- Can help children concentrate and relax.
- Teaches values like respect (keeping silent).
- Shows children different aspects of life.
- Stimulates feelings.
- Stimulates the natural way of learning a language.
- Develops listening and communication skills.