Bilingualism and Identity Concepts

Week 6

• L1 vs L2 Acquisition Key Distinction: L1 acquisition often happens in childhood, whereas L2 acquisition varies with individual factors. L1 acquisition is not always explicit, whereas L2 is sometimes learned explicitly.

• Individual Differences Affecting L2 Acquisition: Age, internet access, and textbook availability are examples of individual differences that affects L2 acquisition.

• Neuroplasticity and Language Learning: Neuroplasticity facilitates language learning, particularly in younger individuals; adults can also learn new languages.

• Critical Period Hypothesis (CPH): The CPH suggests a limited time window for optimal language acquisition, though some late learners can achieve high proficiency.

Week 7

• Definition of Personality in SLA: Personality is a complex set of traits, attitudes, and behaviors that distinguish one person from another in the context of second language acquisition.

• Importance of Individual Differences (IDs) in SLA: IDs are important because they help explain why some learners are more successful in second language acquisition than others.

• Major Approaches to Personality: There are three major approaches to understanding personality: cognitive, psychoanalytic, and humanistic.

• Personality Factors and SLA: Personality factors can affect learners' motivation, learning strategies, and ultimate proficiency in second language.

Week 8

• Definition of Input in SLA: Input refers to the linguistic forms and processes that a learner is exposed to in second language acquisition; it encompasses the interaction and surrounding environment the learner experiences.

• Krashen's Comprehensible Input Hypothesis: This theory proposes that acquisition occurs when learners are exposed to input that is slightly above their current level of proficiency.

• Differences Between L1 And L2 Input: L1 acquisition usually proceeds naturally through exposure, whereas L2 learners often need to actively notice and process input.

• Types of Input in SLA: Different types of input for second language acquisition include baseline input, phonetic input, interactionally modified input, and comprehensible input.

Week 9

• Challenges in Defining Bilingualism: Defining bilingualism is multifaceted, including factors such as fluency, frequency of use, and the context of language acquisition, and can affect how researchers approach studying the phenomenon.

• Limitations of Bilingualism Definitions: Some definitions, when based solely on contact, may oversimplify reality, failing to capture the complex and varied factors that influence bilingualism.

• Argument of Baker and Prys-Jones (1998): The key argument is that bilingualism cannot be adequately defined by a singular measure, instead requiring a multifaceted, contextual understanding.

• Simultaneous vs Sequential Bilingualism: Simultaneous bilingualism implies exposure to and acquisition of two languages from an early age, whereas sequential bilingualism involves learning the second language after the first is established.

Week 10

• Early Bilingualism: Typically involves acquiring both languages from childhood, simultaneously.

• Late Bilingualism: The second language acquired after the first language is established, usually after childhood.

• Grosjean (2010) on Bilingualism: This researcher highlights the prevalence of late bilingualism, contrasting with early bilingualism, which implies exposure and acquisition of the two languages from an early age.

• Examples of Early/Late Bilingualism: Examples include a child growing up in two different language environments, an immigrant learning a new language later—after settling—in a new country.

Week 11

• L2 Classroom Observation & Teaching Focus: The primary focus of observation in L2 classrooms is understanding how second languages are acquired and taught in those settings.

• Two Main L2 Learning Settings: These are natural acquisition (meaningful use of language and exposure) and structured classroom settings (e.g., grammar lessons or vocabulary drills).

• Characteristics of Natural Acquisition: In natural acquisition settings, language learning develops through interactions without explicit formal instruction.

• Structure-Based Instructional Settings: These settings involve explicit grammar and vocabulary instruction, often in a structured way, such as vocabulary drills or formal grammar lessons.

Week 12

• Corrective Feedback Definitions: Corrective feedback involves providing responses to learners' errors to help them improve L2 proficiency. This contrasts with other approaches like 'letting them find out their mistakes for themselves'.

• Explicit Vs Implicit Correction: Explicit correction is when the teacher directly tells the learner the mistake and the correct way, in contrast to implicit correction which does not define the mistake and only presents the correct form.

• Types of Teacher Questions: There are questions designed to elicit information and those eliciting responses—these are referred to as display questions and referential questions respectively.

• Ethnography a qualitative research method to find data about how people live. The focus is on how people interact and not a singular experience.

Additional Information

• Bilingualism and Language Learning: The texts provide data about bilingualism and language acquisition, including factors that contribute to language development, differences between early and late bilingual acquisition, and influences of social and cultural contexts on different models of learning.