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Four Aspects of Second Lang Learning

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Four Aspects of Second Lang Learning A Review of the Literature on Second Language Learning Prepared by The Language Research Centre (LRC) of the University of Calgary Dr. John Archibald (Principal Investigator) Dr. Sylvie Roy (Principal Investigator) Sandra Harmel (Research Associate) Karen Jesney (Research Associate) This literature and research review was conducted to provide information to guide future work on the Languages Initiative. Although direction was given to the researchers/writers to establish parameters for the task, the content of this document reflects the writers’ perspectives on topics and subjects reviewed and does not necessarily reflect the position of Alberta Learning. March 2004 ALBERTA LEARNING CATALOGUING IN PUBLICATION DATA University of Calgary. Language Research Centre. A review of the literature on second language learning. Note: Principal investigator Dr. John Archibald … [et al.]. Note: Report was prepared for and funded by Alberta Learning. ISBN 0–7785–3792–7 1. Second language acquisition. 2. Language and languages – study and teaching. I. Archibald, John. II. Title. III. Alberta. Alberta Learning. Curriculum Branch P118.2.U58 2004 418.0071 Questions or concerns regarding this document can be addressed to the Director, Curriculum Branch, Alberta Learning. Telephone 780–427–2984. To be connected toll free inside Alberta, dial 310–0000 first. Copyright ©2004, the Crown in Right of Alberta, as represented by the Minister of Learning. Alberta Learning, 10044 – 108 Street NW, Edmonton, Alberta, Canada, T5J 5E6. Table of Contents Message from the LRC Research Team ........................................................................ v Executive Summary ......................................................................................................... 1 Terms of Reference .......................................................................................................... 3 Background on Bilingualism ........................................................................................... 3 Benefits of Learning a Second Language ....................................................................... 4 References ......................................................................................................................... 4 I. The Effect of the Second Language (L2) on the First Language (L1) ............................ 5 Phonetics ............................................................................................................................... 5 Attrition ................................................................................................................................ 6 Reverse Transfer ................................................................................................................... 6 Bilingualism and General Cognition .................................................................................... 8 Literacy ................................................................................................................................. 11 Minority Language Maintenance .......................................................................................... 14 French Immersion ................................................................................................................. 15 Instructional Timing ............................................................................................................. 15 Instructional Timing and Second Language Proficiency ...................................................... 16 Intensive French ................................................................................................................... 17 References ............................................................................................................................ 21 II. The Role of Content Instruction in Offering a Second Language (L2) ......................... 24 Introduction .......................................................................................................................... 24 Models of Content-based Language Teaching ..................................................................... 25 Content Learning in Content-based Language Classrooms .................................................. 26 Language Learning in Content-based Language Classrooms .............................................. 28 Intensive Core French............................................................................................................ 31 Further Rationale for Content-based Language Teaching .................................................... 32 Summary ............................................................................................................................... 33 References ............................................................................................................................ 34 III. The Effects of Second-language (L2) Learning on Students with Special Needs .......... 38 Culturally and Linguistically Diverse Students/Students with Special Needs ..................... 38 Assessment of Students with Special Needs ........................................................................ 39 Teaching to Students with Special Needs ............................................................................. 40 Cognitive Approach and Students with Special Needs ........................................................ 43 Other Studies in Special Education ...................................................................................... 47 References ............................................................................................................................ 51 IV. The Effects of Learning a Third Language (L3) on Students for Whom English Is a Second Language (L2) .......................................................................................... 55 Introduction .......................................................................................................................... 55 Definition of Multilingualism/Trilingualism ........................................................................ 56 The Home Life of Trilinguals ............................................................................................... 57 Education and Third Language Acquisition ......................................................................... 58 Effects of Learning Three Languages .................................................................................. 59 References ............................................................................................................................ 62 Four Aspects of the Second-Language-Learning Requirement /iii Alberta Learning, Alberta, Canada March 2004 V. Conclusion ........................................................................................................................... 64 Biographies ................................................................................................................................... 65 Contact Information .................................................................................................................... 65 iv/ Four Aspects of the Second-Language-Learning Requirement March 2004 Alberta Learning, Alberta, Canada Message from the LRC Research Team The Language Research Centre (LRC) at the University of Calgary is a joint initiative between the Faculties of Humanities, Social Sciences and Education. One of the main goals of the LRC is to undertake research into language learning and teaching. The LRC was contracted to produce a report on several aspects of second-language learning within the context of the upcoming Alberta Learning Languages Initiative which is to be implemented in Grade 4 as of 2006. This Initiative will be phased in one grade level each year until 2011–2012. We were asked to provide a review of current literature which was to inform the following four questions. (1) What are the effects of learning a second language on the first language? (2) What is the role of content instruction in offering a second language? (3) What are the effects of learning a second language on students with special needs? (4) What are the effects of learning a third language on students for whom English is a second language? In these reviews, we provide an overview of the challenges and benefits for those who are learning a second language. Given the diversity of these four questions, the range of literature that we have surveyed in this report is very broad. We have consulted academic journals, books, conference proceedings, technical reports and online materials. While we have done our best to ensure that we have distilled the authors’ research and analysis accurately, we would always advise readers who are interested in more information to consult the original work. By nature, when attempting to summarize complex inquiries, some details must be left out. We would like to thank John Sokolowski, Bryan Ellefson, Janice Aubry, Lisa Caouette and all the others we met with at Alberta Learning for giving us the opportunity to work on this project and for their support and insights while we were writing it. Dr. John Archibald, Ph.D., Department of Linguistics Dr. Sylvie Roy, Ph.D., Faculty of Education Sandra Harmel, B.A., B.Ed., Faculty of Social Sciences Karen Jesney, B.A., B.Ed., Department of Linguistics Four Aspects of the Second-Language-Learning Requirement /v Alberta Learning, Alberta, Canada March 2004 vi/ Four Aspects of the Second-Language-Learning
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