SECOND LANGUAGE ACQUISITION: THEORY & PRACTICE
Second Language Acquisition: Theory & Practice
Melissa J. Ohl
UCLA: Language & Language Development
1
SECOND LANGUAGE ACQUISITION: THEORY & PRACTICE
2
Second Language Acquisition: Theory & Practice
Second Language Acquisition
Students learning English in the United States benefit most from a real-world approach to
language acquisition. The classroom practices students engage in should resemble real-life
situations. The Communicative Language Teaching Theory (CLT) espouses a way of teaching
that links classroom language learning to real experiences through educational activities
(Malone, 2012).
The CLT theory’s foundation is built on the Social Interactionist theory, embracing the
view that employing the target language in student speech is the best method of learning. As
students speak in the target language, they receive responses from their teacher and peers,
resulting in a greater linguistic mastery (Malone, 2012). This theory assumes that students
acquire language through social interaction and that students and their language environment are
a dynamic system. The way teachers’ use linguistic communication skills to prompt and cue
guides students to develop rules and linguistic skills. Conversational interactions are crucial to
acquiring language (Language Files, 2004). In the Social Interactionist theory, context and
environment is key. The primary focus of this theory is pragmatics, since most grammar is
mastered naturally in time as the speaker becomes more experienced. Teacher feedback is
required as language learners gain vocabulary through activities as it is used in context. The
Social Interactionist theory is based on environment and culture, viewing language acquisition as
time-bound and contextual. Comprehensibility is the primary concern of teacher and student as
they interact with their environment and provide responses that stimulate linguistic growth
(KENPRO 2010).
SECOND LANGUAGE ACQUISITION: THEORY & PRACTICE
3
The Communicative Language Teaching theory focuses on interactions in the target
language. Real life situations, vocabulary in context, and personal experiences are the
foundations on which language instruction is based. Teachers build on student prior knowledge
and make every effort to link classroom language learning with real world activities (Malone,
2012). Authentic texts are utilized in the CLT. As the Common Core Language Arts Standards
require increasing use of authentic texts, CLT helps improve student comprehension of these
informational texts. CLT teaching strategies engage students on a higher level of thinking.
Understanding improves as teachers use brain based learning in teaching comprehension (Harvey
& Goudvis, 2007).
The Task-Based Language Teaching approach and the Content-Based Instruction approach
have originated from the CLT theory of language development. CLT theory works best to
prepare language learners living in a language two (L2) dominate location. In order to
successfully master a language, copious opportunities for students to engage in real-life
discussions and linguistic activities are required. CLT is most effectively employed in locations
where students will have ample connections with outside activities in the L2, as well as plenteous
opportunities to converse in the L2 (Malone, 2012).
The Communicative Approach to learning language targets the process of discourse and the
functions of language. Communicative competence is seen as context specific and is based on
the situations students will encounter in real-life. Communicative competence is the progressive
acquisition of language skills in order to communicate to accomplish real-world tasks. The focus
of all learning activities in the communicative classroom is on meaningful conversations and
effective transmittal of messages. This meaningful communication is achieved in a low-anxiety
SECOND LANGUAGE ACQUISITION: THEORY & PRACTICE
4
environment while students engage in learning activities as they receive comprehensible input
(Krashen & Terrell,1983).
During the early stages of language acquisition, through the silent period, early production
period, and beginning speech, Basic Interpersonal Communicative Skills (BICS) are the primary
focus of the teacher and student. As students progress towards intermediate and advanced
linguistic skills, the more advanced vocabulary and grammar required for Cognitive Academic
Language Proficiency is gradually mastered (Perogoy, & Boyle, 2008).
Supporting Language Development in the Classroom
Language teaching methodology should be the result of applied linguistic research and
working language acquisition theories (Krashen & Terrell, 1983). Authentic second language
mastery develops gradually, starting with listening skills and building towards mastery of
communicative competence. Communicative competence is best reached in a nurturing
classroom environment where comprehensible and communicative input is provided to students.
Language acquisition is a communicative process. As language first develops through social
interaction and gradually becomes internalized as thought, a sociocultural perspective should be
embraced by instructors. During interaction students learn to use language in particular forms
within particular concepts (Galda, Cullinan, & Sipe, 2010).
Literacy skills can be especially difficult for language learners to master. Teachers must be
trained in phonemic awareness and phonics learning activities to engage L2 learners.
Vocabulary development strategies are also key to supporting language development in the
classroom. Teaching reading fluency with good comprehension is another way to develop
students’ linguistic skills. Comprehension aids students in daily activities and in content area
SECOND LANGUAGE ACQUISITION: THEORY & PRACTICE
5
classes. There are plenteous strategies to scaffold English language learners as they develop
literacy and linguistic skills (Robertson, 2009).
In order to best support language development, teachers must use best practices and
techniques proven most effective. Practices such as cooperative learning, explicit instruction,
and differentiated instruction are building blocks for student success. Teachers must also
embrace the technological resources available to them for linguistic development. Activating
student prior knowledge and building background schema are other important practices for
teachers to employ. Instructors must use a variety of reading and writing initiatives, along with
ESL techniques, in order to facilitate the development of language skills (Echevarria, Vogt, &
Short, 2013).
From the interactionist perspective, language theory suggests that conversations between
teacher and student are key in classroom practices. The focus is on the teacher’s speech. The
teacher must speak at a ideal rate, pausing when necessary to ensure student comprehension,
allowing students to signify if they do not understand. Language acquisition emerges as the
teacher leads students through learning activities designed to resemble real-life. Teachers and
students communicate and interact, providing an ideal classroom environment for language
mastery. The behaviorist theory of language acquisition also points to the importance of teacher
modeling, student imitation, classroom practice, and selective reinforcement of the correct form
of language (Perogoy, & Boyle, 2008).
The classroom application of Kashen’s language acquisition theories results in a focus on
communication rather than grammatical form (1983). When a newcomer arrives in the
classroom, a teacher should allow the student a silent period and create a low-anxiety
environment. Kashen’s comprehensible input is the cornerstone for the sheltered instruction
SECOND LANGUAGE ACQUISITION: THEORY & PRACTICE
6
model for teaching language learners. Specially designed academic instruction in English is
most beneficial. Along with conversational language development, explicit instruction is also
required for some linguistic topics and grammatical forms that might not develop without
targeted lessons (Perogoy, & Boyle, 2008).
The teacher must modify their speech in order to be comprehensible to students learning
English. Interactionist theory uses conversational partners to help students reach their
communicative goals. This conversational give-and-take, with learning by trial-and-error is
helpful as students acquire linguistic skills. In the classroom, student errors that impede
communication are corrected naturally as meaning is negotiated. The teacher corrects the errors
that require explicit instruction (Perogoy, & Boyle, 2008).
In summation, using the Sheltered Instruction Observation Protocol (SIOP) model of
instruction allows teachers to integrate content and language instruction most efficiently. The
SIOP model aids teachers in employing techniques that embrace the most effective language
acquisition theories. As it is researched based, the SIOP model is most successful in helping
students with all the components of learning a new language. When teachers employ the
techniques utilized in the SIOP model, their lesson planning and delivery system is ideally set to
utilize best theory through most effective classroom practices (Echevarria, et. al., 2013).
SECOND LANGUAGE ACQUISITION: THEORY & PRACTICE
7
References
Echevarria, J. Vogt, M.E., Short, D. J. (2013). Making content comprehensible for English
learners: The SIOP Model. (4th ed.). New York: Pearson.
Eds. Bergmann, A., Hall, K. C., & Ross, S. M. (2004). Language Files: Materials for an
Introduction to Language and Linguistics. Columbus, Ohio: The Ohio State University
Press.
Galda, L., Cullinan, B. E., & Sipe, L. R. (2010). Literature and the Child. (7th ed.).
Belmont, CA: Wadsorth Cenage Learning.
KENPRO (2010). Theories of language development in children. KENPRO Online Papers
Portal. Retrieved one online on October 31, from wwww.kenpro.org.
Krashen, S.D., & Terrell, T. D. (1983). Theoretical orientations among modern second language
methods and approaches. The Natural Approach. Hayward, CA: The Alemany Press.
Malone, D. (2012). Theories and research of second language acquisition. Topic 2LA Theories.
Bangkok: MLE WS.
Perogoy, S. F. & Boyle, O. F. (2008). Reading, Writing, and Learning in ESL. (5th ed.).
New York: Pearson.
Robertson, Kristina (2009). Reading 101 for English language learners. Colorin Colorado.
Retrieved on October 23 from www.colorincolorado.org/article/33830/?theme=print
Harvey, Stephanie & Goudvis, Anne (2007). Strategies that Work: Teaching Comprehension for
Understanding & Engagement. Portland, Maine: Stenhouse Publishers.