EDUC 124 Lecture Notes - Lecture 14: Low Frequency, No Child Left Behind Act, Bilingual Education Act
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Input hypothesis corresponds to socio-cultural theory: rests on 3 principals, acquisition of language is unconscious, learning is a deliberate conscious. Learners must be offered comprehensible input (e. g. visuals, usage of their (cid:373)othe(cid:396) to(cid:374)gue, (cid:272)ultu(cid:396)al (cid:271)a(cid:272)kg(cid:396)ou(cid:374)d (cid:895) Inter-actionist theory input and output are equally important for language learning. Role of nature and nurture emphasized: natural order hypothesis, children acquire language in a predictable order, l2 acquisition proceeds similarly to l1 acquisition. Language has 2 levels: does(cid:374)(cid:859)t ha(cid:448)e to (cid:271)e learned in a linear form (can start with calp and learn bics, basic interpersonal communicative skills bics. Learned quickly, takes 1-2 years generally to learn a new language (el: conversational fluency (cid:862)playg(cid:396)ou(cid:374)d(cid:863) la(cid:374)guage, high frequency words, simple grammar, cognitive academic language proficiency (calp) Linguistic interdependence principle: common underlying proficiency (cup, mai(cid:374)tai(cid:374)i(cid:374)g (cid:374)ati(cid:448)e la(cid:374)guage does(cid:374)(cid:859)t i(cid:373)pede se(cid:272)o(cid:374)d la(cid:374)guage a(cid:272)(cid:395)uisitio(cid:374, t(cid:396)o(cid:374)g (cid:396)elatio(cid:374)ship (cid:271)et(cid:449)ee(cid:374) (cid:271)ili(cid:374)gual (cid:272)hild(cid:396)e(cid:374)(cid:859)s l(cid:1005) a(cid:374)d l(cid:1006) literacy skills. Language and literacy skills transfer: separate underlying proficiency (cup)
