California State University, San Bernardino CSUSB ScholarWorks Electronic Theses, Projects, and Dissertations Office of aduateGr Studies 6-2020 CRITICAL PERIOD CONTROVERSIES FOR SECOND LANGUAGE ACQUISITION: IMPLICATIONS FOR LANGUAGE TEACHING Randy Lucio Follow this and additional works at: https://scholarworks.lib.csusb.edu/etd Part of the Applied Linguistics Commons, Bilingual, Multilingual, and Multicultural Education Commons, Education Policy Commons, First and Second Language Acquisition Commons, and the Language and Literacy Education Commons Recommended Citation Lucio, Randy, "CRITICAL PERIOD CONTROVERSIES FOR SECOND LANGUAGE ACQUISITION: IMPLICATIONS FOR LANGUAGE TEACHING" (2020). Electronic Theses, Projects, and Dissertations. 1093. https://scholarworks.lib.csusb.edu/etd/1093 This Thesis is brought to you for free and open access by the Office of aduateGr Studies at CSUSB ScholarWorks. It has been accepted for inclusion in Electronic Theses, Projects, and Dissertations by an authorized administrator of CSUSB ScholarWorks. For more information, please contact
[email protected]. CRITICAL PERIOD CONTROVERSIES FOR SECOND LANGUAGE ACQUISITION: IMPLICATIONS FOR LANGUAGE TEACHING A Thesis Presented to the Faculty of California State University, San Bernardino In Partial Fulfillment of the Requirements for the Degree Master of Arts in English Composition: Applied Linguistics and Teaching English as a Second Language by Randy Lucio June 2020 CRITICAL PERIOD CONTROVERSIES FOR SECOND LANGUAGE ACQUISITION: IMPLICATIONS FOR LANGUAGE TEACHING A Thesis Presented to the Faculty of California State University, San Bernardino by Randy Lucio June 2020 Approved by: Sunny Hyon, Committee Chair, English Rong Chen, Committee Member © 2020 Randy Lucio ABSTRACT It was proposed by Eric Lenneberg (1967) in Biological Foundations of Language that implicit first language (L1) acquisition was only possible during a critical period (CP) spanning from infancy to puberty.