In this article I invite a reconceptualization and expansion of the field of second language acquisition (SLA) by examining possible intersections between SLA and the area of language instruction.
This article invites a reconceptualization and expansion of the field of second language acquisition (SLA) by examining possible intersections between SLA and the area of language instruction currently referred to as the teaching of heritage languages.
Language researchers have traditionally drawn distinctions between phenomena of “bilingualism” and the processes and features of “second language acquisition” (SLA). Accounts have generally relied.
Growing interest in multilingual acquisition in recent years has challenged some of the existing approaches and premises that heretofore were widely accepted in bilingualism and second-language.
For all these reasons, many children exposed to English and a heritage language from infancy often become increasingly dominant in English as they get older, 9,40,41 and not all children who begin language development acquiring two languages ultimately become bilingual. 42 One factor that appears to predict which young bilingually developing children will continue to develop as bilinguals is.
The learner’s first or home language plays a significant role in the learning of the additional language in terms of cognitive, linguistic and socio-cultural influences. Learning a second language will not necessarily proceed in an orderly and systematic fashion. Learners will use prior linguistic, learned and world knowledge.
Graduate research assistant: Krista Evensen. This is a visual world eye-tracking study that examines the auditory processing of wh- questions among heritage bilinguals and second language learners of Spanish. Epistemic and scopal properties of Russian indefinites.
Language Teaching Research is a peer-reviewed journal that publishes research within the area of second or foreign language teaching. Although articles are written in English, the journal welcomes studies dealing with the teaching of languages other than English as well.
This volume is the outcome of 25 years of research into the neurolinguistic aspects of bilingualism. In addition to reviewing the world literature and providing a state-of-the-art account, including a critical assessment of the bilingual neuroimaging studies, it proposes a set of hypotheses about the representation, organization and processing of two or more languages in one brain.
Keywords second language acquisition, heritage speakers, bilingualism, L1 loss, incomplete acquisition, language maintenance, language identity Anderson, R. 1999: Noun phrase gender agreement in language attrition, Preliminary results.
We present in this paper a “scoping review” that systematically examines the theoretical approaches, methods, contexts, instruments, and linguistic foci found in empirical research on Arabic heritage language learning and learners.
After the 1980s the SLA research agenda focused on (a) documenting the route followed by learners in a range of structures and languages - although English remains by far the most studied L2, and increasingly (b) explaining this route which, if it is for the most part independent of both the L1 and the context of learning, must be due to learner-internal processes. This still remains today a.
Therefore, this paper, particularly deals with teaching strategies for second Generation Immigrant college students and other higher learning institutions. For the issues being more pronounced in the United States most research in the paper tends to utilize studies dealing with challenges in the country.
Drawing from current research on bilingualism, I first describe the challenges of providing language instruction for heritage speakers and examine the bilingualism of these unique language learners.
Morphological variability and the source of these errors have been intensely debated in SLA. A recurrent finding is that postpuberty second language (L2) learners often omit or use the wrong affix for nominal and verbal inflections in oral production but less so in written tasks.This study examines argument structure overgeneralizations among heritage speakers of Spanish who exhibit varying degrees of proficiency in the heritage language. Two questions motivated the design of the study: (1) Do heritage speakers differ from native speakers in their acceptance of causative errors? And if so, (2) which classes of verbs are most susceptible to this overgeneralization?This paper discusses the native linguistic competence of second-generation bilinguals born of immigrant, refugee, expatriate, or otherwise dislocated parents, concentrating on the grammars of second-generation Hispanics in the U.S. Scholarly opinion has gravitated toward the position that the Spanish of these speakers reflects a process of incomplete acquisition.