noah-stevensLESL7007-6

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Northcentral University *

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7007

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Linguistics

Date

Apr 3, 2024

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docx

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7

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1 Impact of Instruction on Second Language Acquisition Laura Noah-Stevens School of Education: Northcentral University ESL 7007: Second Language Foundation Dr. R. Daines June 06, 2021
2 Impact of Instruction on Second Language Acquisition Second Language Acquisition is a process that is in its infancy. There is minimal new research regarding second language acquisition and instruction (Howatt & Smith, 2014). Historical methods (not a fully inclusive list) have focused on Mental Retraining; Grammar- Transition Model; Bi-lingual Instructional methods; Translation in and out of the L1; and Critical Period hypothesis (Snow & Hoefnagel-Höhle, 1978; Howatt & Smith, 2014). The methods will be reviewed regarding their role in the Instruction of Second Langauge Learners and the acquisition of ELLs. As new research occurs, best practices and procedures are recommended to educators. Each of the above-mentioned methods is reviewed for its impact on the Second Language Learning/Acquisition Process. Mental Retraining Mental Training was seen as a process in the 1800s as researchers discovered that younger generations were unable to communicate in Latin effectively, and the language was disappearing (Howatt & Smith, 2014). “Utilitarian aims in education were essentially trivial, and the true value of the classics remained what it had always been: training the minds of the country’s (male) youth” (Howatt & Smith, 2014, p. 80). This process was implemented with the males as an attempt to reintroduce and review the language continually. However, the opposition expressed concerns that they should not be pushing for the method without significant reason as there was the minimal impact (Howatt & Smith, 2014). As a method, this approach was not seen as effective and was therefore eliminated as the Grammar-Translation Method came onto the scene. Grammar-Translation Method
3 The official name of this method did not appear until the twentieth century; however, in the early years, it was referred to as the “old fashioned grammar and translation lessons” ((Howatt & Smith, 2014, p. 81). During this time frame, the model of Grammar-translation was predominantly led by the spoken language. Howatt and Smith (2014) indicated that the benefit of this method was the ability to work with those individuals that were previously unable to learn a foreign language or deemed “unsuited” (p. 82). With success in those that had been previously unable to find success, this method may prove to be effective in the classroom today as it has a focus on speech dependant instruction which is seen as effective in the classroom and suggested as part of programming such as two-way bilingual programming (Kim et al., 2015). Two-way bilingual programming is increasing in popularity across the United States as its instructional methods can be mutually beneficial to both L1 and L2 learners (Kim et al., 2015). Bi-lingual Instructional Methods Bi-lingual Instruction or two-way language methods evaluate the instructional, environmental, and learning process involved when implemented a program that focuses one bot L1 students and L2 students co-existing in the same learning spaces (Kim et al., 2013). Multiple instructional models exist within this method and vary according to their strengths. Submersion The submersion method is simply put what the word defines- fully submersing the learner into the target language with the assumption the learner will acquire the language because there is no other spoken language (Kim et al., 2013). If a student heard only one language day after day, the assumption existed that they would more readily gain the language than if they had been hearing two languages spoken of translating throughout the day. Similarly, the Immersion method moves into an English-only class following the instruction in only Spanish for one year
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