Second course defense
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Transcript of Second course defense
• What is Third Language Acquisition?
• Why a Third Language Acquisition course?
• The course– Description
– Distribution of covered content
– Methodology
– Workload
– Evaluation
– Learning Outcomes
Today’s Presentation
Everyone grows up hearing many different
languages. Sometimes they are called
‘dialects’ or ‘stylistic variants’ or whatever, but
they are really different languages. It is just
that they are [sometimes] so close to each
other that we don ’ t bother calling them
different languages. So everyone grows up in
a multilingual environment. Sometimes the
multilingual environment involves systems
that are so unlike that you call them different
languages. But that is just a question of
degree; it is not a question of yes or no.
(Chomsky, 2000:59)
• First Language Acquisition
• Second Language acquisition
• Bilingualism
• Multilingualism
• Multiple Language Acquisition
• Multilingual Acquisition
• Third or Additional Language Acquisition
• Third Language Acquisition
Terminology
“ … we will use the term L3 for thelanguage that is currently beingacquired, and L2 for any other languagethat the learner has acquired after L1. Itshould be noted that L3 in this technicalsense is not necessarily equal to languagenumber three in order of acquisition.”
(Hammarberg, 2001: 22).
Third Language Acquisition
What is an L3 Learner?
--Björn is from Sweden and his mother is as well, but his father is from England and
he is bilingual from childhood. Now, as an adult, he is learning German.
--Cindy is from Los Angeles, both of her parents are from Mexico and only speak
Spanish. Cindy’s first language is Spanish, but she started learning English at 6 when
she went to school and is now dominant in English. At the age of 20, she starts to learn
Portuguese.
--Carl is from Indiana. He took Spanish in school starting at 14 and was
successful, and now at age 30 he is learning Italian.
--David lives in Canada and although his first language is English
he has taken French since he was 8. At age 11, he is not totally
fluent yet in French but has begun this year to take Spanish.
What is an L3 Learner?
--Martha is 20 and is from Portugal. Like all Portuguese people her age, she took
English since she was in the second grade. Now at age 20, she has moved to Brazil
and is being confronted with what seems to her like a new language, although she
already understands it.
.
-- Shrey is from New Delhi. In his community everyone speaks Hindi and Kannada.
He is taking English at school this year at the age of 9.
--Patsy is from Chicago. Her native language is English, but she
has lived in a highly Hispanic community and learned Spanish
from her friends and at church as a child. At the age of 13 she
decides to take French as her foreign language requirement in
school.
Examples taken from Rothman’s Presentations at QODAS 2011
• A comprehensive theory of non-native language acquisition cannot be based only on L2 learner behaviour.
Third Language Acquisition: WHY?
TLA: THEORETICAL REASONS
• “... a multilingual is neither the sum of three or more multilinguals, nor a bilingual with an additional language. ... a multilingual is a speaker of three or more languages with unique linguistic configurations ...”
(De Angelis & Selinker, 2001)
THIRD LANGUAGE ACQUISITION: THE COURSE
• INTRODUCTION TO TLA
• THREE MAIN MODULES • FIRST LANGUAGE ACQUISITION AND SECOND
LANGUAGE ACQUISITION.
• THIRD LANGUAGE ACQUISITION
• RESEARCH WORKSHOPS
WORKSHOPS1. SETTING UP A RESEARCH PROJECT
2. DESIGNING A LINGUISTIC TEST
3. CODING AND ANALYZING DATA
THIRD LANGUAGE ACQUISITION
MAIN STUDIES IN TLA THEORIES OF TLAIMPLICATIONS FOR
EDUCATION
LANGUAGE ACQUISITION
FIRST LANGUAGE ACQUISITION SECOND LANGUAGE ACQUISITION • Main theoretical frameworks
THIS COURSE: METHODOLOGY
The class: open discussion.
The student: active participator in the learning process.
The instructor learningfacilitator the expert thatdelivers information.
THIS COURSE: WORKLOAD DISTRIBUTION
Readings & Yutzus
Article Presentation
Workshop
Written Test
PER MODULE
THIS COURSE: STUDENT WORKLOAD
Readings: 25 pages/wk
3 workshops
2 written exams
PER STUDENT
1 final project
1 article presentation
COURSE OUTCOMES
• Recognize the importance of TLA as a field of research.
• Understand and identify some of the current theoretical approaches to third language acquisition.
• Identify and evaluate different factors that play a role in the process of third language acquisition.
• Understand the relationship between Second Language Acquisition research and its implication for third language acquisition.
• Learn how to design and implement a linguistic task.
• Develop a basic understanding of how to collect, code and analyselinguistic data.