Development of second language acquisition

Development of second language acquisition

Blanca Solis-Arredondo

• What is the difference between sequential versus simultaneous development?
• How do children develop a second language?
• Cross language transfer of skills.

• What are the Canadian and European models of SLA?

We are here

01

Take-away

CEO: Executive Control system

•Attention •Inhibition •Shifting

Reed, 2022.

Decoding

Executive Control system

Grady et al., 2015

Neuroimage

What do I know about second language acquisition?

Bilingualism

Second language acquisition

02

Take-away

When?

How ?

Sequential vs simultaneous

• Frequency
• Duration
• Intensity and
• Quality of exposure
• *Motivation

Bilingualism: Sequential

S 15-60. Modern family. Sofia Vergara.

03

Take-away

Language learning influences brain development

(Mohr, 2018)

Bilingual signature

Bilingual Advantage

difference in neural activation

cognitive benefits

04

Take-away

Structural plasticity in the bilingual brain

Mechelli, et al., 2004

Whether there was a relation between brain structure and proficiency in L2 and age at acquisition

Density of grey matter: bilinguals > monolinguals

Spreading activation model

Rojo

قرمز

Red

Reed and Stephen,

Cross-language transfer skills

Take-away

05

Ability to apply knowledge and skills learned in one language to another.

Transfer facilitation model:

• Reading development across languages results from the interaction between linguistic factors, metalinguistic awareness, and language proficiency.

Interdependence hypothesis Proficiency in Ln influences Ln

(Koda, 2008)

(Cummins, 1979)

• Language transference occurs regardless of learners’ intent.

Decoding in Spanish

10

06

Take-away

Cross-language transfer

Transfer

• Direction
• Levels
• Variables

L1

L2

take-aways

Language learning

Bilinguals

ECS:CEO of my mind

•Attention •Inhibition •Shifting

Sequential vs simultaneous

Influences brain development

Cross-languae TransfeR

Bilingual signature

Interdependence hypothesis:

Proficiency in Ln influences Ln.

Difference in neural activation. Cognitive benefits

Cummis, 1979

Bilingual advantage

Transfer facilitation model:

• Direction
• Levels
• Variables

Reading dev. across languages results from the interaction between linguistic factors, metalinguistic awareness, and language proficiency.

(Koda, 2008)

Cross-language differences of articulation rate and its transfer into Japanese as a second language(Amino & Osanai, 2015).

Cross-language differences of articulation rate and its transfer into Japanese as a second language

Cross-language transfer occurs without intent (Koda, 2008).

Cross-language differences of articulation rate and its transfer into Japanese as a second language(Amino & Osanai, 2015).

Cross-language differences of articulation rate and its transfer into Japanese as a second language(Amino & Osanai, 2015).

Let’s go to the school.

Let’s go to school

Native English speakers

Ñ speakers

Preasure

Executive System

Cross-language differences of articulation rate and its transfer into Japanese as a second language(Amino & Osanai, 2015).

linguistically far from English.

If we know

how close languages are to each other

we can put

special attention

to English learners

whose first language is

• There was a difference.
• Depending on L1.
• Similarities of Linguistic Properties facilitate the transfer between languages.
• Korean was the closest one to Japanese.

Counted Syllables/second

Advances japanese speakers

The ratio must be different in native and non native speakers

take-aways

Language learning

Bilinguals

ECS:CEO of my mind

•Attention •Inhibition •Shifting

Sequential vs simultaneous

Influences brain development

Cross-languae TransfeR

Bilingual signature

Interdependence hypothesis:

Proficiency in Ln influences Ln.

Difference in neural activation. Cognitive benefits

Cummis, 1979

Bilingual advantage

Transfer facilitation model:

• Direction
• Levels
• Variables

Reading dev. across languages results from the interaction between linguistic factors, metalinguistic awareness, and language proficiency.

(Koda, 2008)

REferences

• Amino, K., & Osanai, T. (2015). Cross-language differences of articulation rate and its transfer into Japanese as a second language. Forensic Science International, 249, 116–122. https://doi.org/10.1016/j.forsciint.2015.01.029
• Andrea Mechelli*, Jenny T. Crinion*, Uta Noppeney*, John O’Doherty*,John Ashburner*, Richard S. Frackowiak*†, Cathy J. Price* (2004). Structural plasticity in the bilingual brain. Ature 431(14). www.nature.com/nature.
• Arizmendi GD, Alt M, Gray S, Hogan TP, Green S, Cowan N. Do Bilingual Children Have an Executive Function Advantage? Results From Inhibition, Shifting, and Updating Tasks. Lang Speech Hear Serv Sch. 2018 Jul 5;49(3):356-378. doi: 10.1044/2018_LSHSS-17-0107. PMID: 29978206; PMCID: PMC6105129.
• Dixon, Q., Zhao, J., Shin, J.Y., Wu, S., Su, J.H., Burgess-Brigham, R., Gezer, M.U., & Snow, C. (2012). What we know about second language acquisition: A synthesis from four perspectives. Review of Educational Research, 82(1), 5-60. doi: 10.3102/0034654311433587.López, L. M., & Foster, M. E. (2021). Examining heterogeneity among Latino dual language learners' school readiness profiles of English and Spanish at the end of Head Start. Journal of Applied Developmental Psychology, 73, 101239.
• Keffer S., & Sartori M. Toddler talk. Blog. 2020-2023. https://toddlertalk.com/blog/bilingual-language-development
• Grady CL, Luk G, Craik FI, Bialystok E. Brain network activity in monolingual and bilingual older adults. Neuropsychologia. 2015 Jan;66:170-81. doi: 10.1016/j.neuropsychologia.2014.10.042. Epub 2014 Nov 8. PMID: 25445783; PMCID: PMC4898959.

• Mohr, K. A., Juth, S. M., Kohlmeier, T. L., & Schreiber, K. E. (2018). The developing bilingual brain: What parents and teachers should know and do. Early Childhood Education Journal, 46(1), 11-20.
• Paradis, Genesee & Crago (2021) Chapters 4 – 6 (pp. 85-188).
• Reed, S. K.. Cognition: Theories and Applications (p. 294). SAGE Publications. Kindle Edition.

Keffer, et al. 2020

Elefante

Océano

Tuna

Anahita, a child of Chinese descent, was adopted at a very young age by an American family. One parent is of Iranian heritage and the other is Latino. Although language development begins in the womb, Anahita’s first substantial exposure to a language was at her new home, where she was likely exposed to a mix of Iranian and Latino languages. This, in theory, would become her first language. However, as she started school, she began learning English.

Animal

Embarazada

Tomate

Ropa

Familia

Mayo

El niño =The boy El estudiante = _?_ ? _