• Principles of Language Acquisition
  • Cover
  • 1. Language and Identity
  • 2. Who Are English Learners?
  • 3. Understanding Theory
  • 4. Input
  • 5. Interaction
  • 6. Stages of Development
  • 7. Errors and Feedback
  • 8. Types of Proficiencies
  • 9. Types of Performances
  • 10. Classroom Practices and Language Acquisition
  • Abstracts
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    • Publication Information
    SeriesTELL: Teaching English Language Learners
    Pages217
    LicenseCopyrighted
    Year2019
    LanguageEnglish
    Language LearningTeacher Professional DevelopmentEnglish Language LearnersSecond Language AcquisitionEffective Pedagogy PracticesTeacher Education

    Principles of Language Acquisition

    Table of Contents

    Begin Reading
    Acknowledgements1
    1. Language and Identity3
    1.1. What Is a Speech Community?5
    1.2. Coercive vs. Collaborative Relations13
    1.3. Language Minority Stories19
    2. Who Are English Learners?23
    2.1. Reflection Model25
    2.2. Inclusive Pedagogy29
    2.2. Makoto Critical Incident43
    2.3. Assumptions to Rethink about English Learners45
    2.4. Critical Learning Domains47
    3. Understanding Theory51
    3.1. Communication, Pattern, and Variability 53
    3.2. Five Curriculum Guidelines63
    3.3. Indicators of Instructional Conversation (IC)67
    3.4. Indicators of the Standards for Effective Pedagogy69
    3.5. Standards for Effective Pedagogy73
    3.6. Examining Current Realities83
    4. Input87
    4.1. Input and Native Language Acquisition89
    4.2. Input and Second Language Acquisition95
    4.3. The Interdependence Hypothesis101
    4.4. The Threshold Hypothesis107
    4.5. Vocabulary Development and Language Transfer111
    4.6. Text Modification117
    5. Interaction123
    5.1. Code Switching and Interaction125
    5.2. Characteristics of Modifications for Interaction129
    5.3. How Can Teachers Help Second Language Learners Begin to Communicate?133
    5.4. Classroom Routines and Participation Structures137
    5.5. We Can Talk: Cooperative Learning in the Elementary ESL Classroom141
    6. Stages of Development147
    6.1. Proficiency Levels Defined149
    7. Errors and Feedback153
    7.1. Points to Remember About Errors155
    7.2. Effective and Appropriate Feedback for English Learners159
    8. Types of Proficiencies167
    8.1. Fostering Second Language Development in Young Children169
    8.2. Instructional Conversation in Native American Classroom 173
    8.3. Student Motivation to Learn179
    8.4. Language Learning Strategies: An Update185
    8.5. Three Misconceptions about Age and L2 Learning191
    9. Types of Performances193
    9.1. Understanding BICS and CALP195
    9.2. The Order of Acquisition and The Order of Use199
    9.3. Schumann's Acculturation Model201
    9.4. Implications From the Threshold and Interdependence Hypotheses205
    9.5. Lily Wong Fillmore’s Cognitive and Social Strategies for Second Language Learners209
    10. Classroom Practices and Language Acquisition213
    Index215
    Bohdana Allman
    Bohdana Allman is an educator, researcher, and learning experience designer. Her work focuses on designing and implementing online collaborative teacher professional development grounded in sociocultural principles and communities of practice. Her research interests include actively engaging learners from diverse backgrounds, facilitating close collaboration and dialogue within professional communities, integrating learning with practice, and fostering reflection.

    This content is provided to you freely by BYU Open Learning Network.

    Access it online or download it at https://open.byu.edu/language_acquisition.