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Language Learning and SocializationIndex
Lecture 2 – theoretical perspectives on language learning and socialization..................................................................3
Nor & Rashid (2016) A review of theoretical perspectives on language learning and acquisition...............................3
Video: Theories of language development: Nativist, learning, interactionist..............................................................6
Video: B.F. Skinner’s Operant Conditioning: The Ice Cream Motivation.......................................................................6
Video: Noam Chomsky on Language Acquisition.........................................................................................................6
Lecture 3 – research in language learning and socialization............................................................................................8
Schecter & Bayley (2004) Language socialization in theory and practice. 605-625.....................................................8
Video: three procedures for investigating infant speech perception and language development...............................9
Video: the wug technique [video not available]........................................................................................................10
Video: babies learn language in the womb...............................................................................................................10
Video: bilingual and monolingual baby brains differ in response to language..........................................................10
Lecture 4 – social contexts in language learning............................................................................................................10
Hoff (2006) How social contexts support and shape language development. 55-88.................................................10
Mesman & Groeneveld (2018) Gendered Parenting in Early Childhood: Subtle but Unmistakable if You Know Where
to Look. 22-27............................................................................................................................................................15
Video: Girl toys vs. boy toys: the experiment.............................................................................................................16
Video: Beyond the Blue and Pink Toy Divide – TED (2015).........................................................................................16
Video: Revisiting An Experiment on Race...................................................................................................................17
Lecture 5 – input and interaction..................................................................................................................................17
Aarts (2016) Academic Language in Shared Book Reading: Parent and Teacher Input to Mono- and Bilingual
Preschoolers..............................................................................................................................................................17
Video: Abandoned toddler rescued and raised by feral dogs.....................................................................................19
Video: Genie Wiley – TLC Documentary (2003)..........................................................................................................20
Video: This Girl Was Locked Alone In A Room For 12 Years Before She Was Rescued – And Baffled Scientists..........20
Lecture 6 – learning more than one language...............................................................................................................20
De Houwer (2011) Language input environments and language development in bilingual acquisition....................20
Video: The Benefits of Being Bilingual.......................................................................................................................21
Video: The Benefits of a Bilingual Brain – TED (2016)................................................................................................21
Video: How Do Babies Become Bilingual?.................................................................................................................22
Video: Kennisclip Meertalige Klas..............................................................................................................................22
Lecture 7 – digital kids...................................................................................................................................................22
Belpaeme et al. (2018) Guidelines for Designing Social Robots as Second Language Tutors.....................................22
Ryokai (2003) Virtual Peers as Partners in Storytelling and Literacy Learning...........................................................24
Video: Social robot helps teaching toddlers a second language................................................................................26
Video: When is your brain ready for social media?....................................................................................................26
Video: How children engage with the internet – TED (2014).....................................................................................26
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,Lecture 8 – multilingualism: individual and society.......................................................................................................26
Romaine (2006) The Bilingual and Multilingual Community......................................................................................26
Lecture 9 – multilingualism in education.......................................................................................................................29
Wright (2012) Bilingual Education.............................................................................................................................29
Lecture 10 – the multilingual classroom........................................................................................................................31
Bezemer (2003) Dealing with Multilingualism in Education. Chapter 6: “That’s what we work hard on” Vocabulary
in the mainstream classroom....................................................................................................................................31
Bezemer (2003) Dealing with Multilingualism in Education. Chapter 11: “Let the pupils talk” Vocabulary in the
Dutch as second language classroom........................................................................................................................31
Lecture 11 – school achievement discussion.................................................................................................................31
Huss-Keeler (1997) Teacher Perception of Ethnic and Linguistic Minority Parental Involvement and Its Relationships
to Children’s Language and Literacy Learning: A Case Study.....................................................................................31
Lecture 12 – submersion education..............................................................................................................................32
De Klerk (2000) To be Xhosa or not to be Xhosa… That is the Question.....................................................................32
Lecture 13 – educational policy.....................................................................................................................................33
Verbeek (2015) Research-Policy Dialogues in the Netherlands. Chapter 12..............................................................33
Lecture 1/7 is on language learning in an individual context
Lecture 8/13 is on language learning in a societal context
2
,Lecture 2 – theoretical perspectives on language learning
and socialization
Nor & Rashid (2016) A review of theoretical perspectives on language learning
and acquisition
There is a difference between the way people acquire their first language (L1) naturally and learn their second
language (L2).
L1 = native language, primary language, mother tongue.
o Language acquired during early childhood, commonly before the age of 3.
o Usually acquired in the process of growing up with the people who speak the same language.
L2 = (1) the study of individuals/groups who are learning a language ensuing their L1 which they have
learned as children, (2) the process of learning that particular language.
o L2 is the additional language, but does not necessarily have to be the second language.
How do we acquire our first language (L1)?
Most children acquire language effortlessly, giving the impression that the process of L1 acquisition is simple and
direct. However, children go through several stages in acquiring L1.
Stages:
Babbling stage: gives children the chance to experiment and to practice their vocal apparatus.
o Around 6 months
One-word stage: children will produce clear words.
o Around 12 months
Two-word stage: children begin to adopt fairly regular patterns of pronunciation.
o Around 18/24 months
Telegraphic stage: children are capable of uttering a clear phrase structure with head-complement and
subject-VP patterns.
o Around 24/30 months
O’Grady et al. (2004): children adopt 3 strategies in learning the meanings of new words:
1. The whole object assumption: a new word refers to a whole object.
2. The type assumption: a new word refers to a type of thing, not just a particular thing.
3. Basic level assumption: a new word refers to types of object that are alike in basic ways.
In relation to these strategies, children acquiring L1 generally make errors in meaning (eg. over-extensions).
As children grow up physically, so does their linguistic ability as they internalize more complex structures
through an expansion of their vocabulary bank and also from their immediate social surroundings.
3 main theoretical perspectives on language learning and acquisition:
1. Behaviorism
2. Innatism
3. Interactionism
L1 acquisition: behaviorist, innatist and interactionist theory
Theory L1 acquisition is…
Behaviorist Say what I say
Innatist It’s all in your mind
Interactionist A little help from my friends
Behaviorist theory – Skinner (1985):
Equated learning a language to verbal behavior.
Language acquisition can be observed, rather than trying to explain the mental systems underlying these
types of behavior.
Children are born with a tabula rasa (blank slate).
3
, Children acquire L1 through stimuli given to them and the responses of children are conditioned through
reinforcement (eg. reward or punishment).
Innatist theory – Chomsky (1959):
Children are equipped with an innate template/blueprint for language (= LAD/Language Acquisition Device)
which accounts for the swift mastery of language among children despite the extremely abstract nature of
language.
Children do not start from scratch when it comes to language learning as they can acquire complex grammar
quickly and without any particular help beyond the exposure to L1.
Universal Grammar (UG) = explains the commonality of how children acquire language by learning rules in L1
which are presumed to be universal.
Interactionist theory – Piaget (1919):
Critiques the concept of Universal Grammar.
Insists that language is not a separate module of the mind as language represents the knowledge acquired
through physical interaction between the children and the environment.
Conversation is important as these conversations constitute the origins of both language and thought.
How do we learn a second language (L2)?
L2 is different from L1 in terms of the learner’s characteristics and the environments in which L1 and L2 typically
occur.
Age: L2 are usually older learners.
Prior knowledge: L2 learners have acquired at least one language which may be an advantage.
Interference: L1 may interfere with the process of learning L2.
o Interlanguage = L1 may cause learners to make incorrect guesses of how L2 will work.
Environment: a more nurturing and non-threatening environment will help L2 learners to succeed.
The brains of monolingual and bilingual people work differently. Bilingual children can solve problems more easily
compared to monolingual children. L2 will affect reading in L1 as people will not look at the words the same way, as
well as that being bilingual helps to change one’s automatic reading skills.
L2 learning: behaviorist, innatist and interactionist theory
Behaviorist theory:
Stimulus – response theory (S-R): L2 learning is explained as the acquisition of a set of structures through the
process of habit formation.
L2 learning is nothing more than acquiring automatic linguistic habits (external over internal).
Innatist theory:
Universal Grammar (UG): every human is biologically equipped to learn language using the Language
Acquisition Device, which is responsible for the initial stage of language development.
Based on UG theory, the input from environment alone (behaviorism) is not sufficient to determine the
success of L2 learning. The learners are viewed as processors of a mind that contains language and not just
by repetition of mechanical aspects of language.
Interactionist theory:
Language maturation results from the complex interplay between the unique human faculties and the
environment of the L2 learners.
Social constructionism:
Rooted in interactionist theory.
Associated with Vygotsky’s (1978) sociocultural perspective on learning.
Most widely employed epistemological position in recent research on language learning.
Focuses on 2 themes:
1. Individual development, including higher mental functioning, originates in social sources.
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