My Personal Philosophy
In today’s society, the importance of a second language is self-evident. People from different cultures interact with each other on a daily basis, on social, economic, and political aspects of life. Learning a new language helps us engage with other people in their native language to improve the communication process. Second language acquisition (SLA) requires openness to different cultures. My openness to other cultures has broadened my perspective and motivated me to learn new languages. As an educator, I want to build on my original motivation as a foundation for my teaching approach.
I believe that an essential element for SLA is openness to other cultures and motivation to learn. My personal teaching style will incorporate cultural factors, technology, and fun to motivate learners. My open personality and enthusiasm will also help me interact with learners as I guide them through the learning process. Teaching a foreign language will enable me to share different aspects of the culture with my students to help them gain an appreciation for the culture.
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My primary objective is to motivate learners to desire to learn the new language and show initiative. To achieve this goal, I will incorporate the components provided throughout the course. My personal philosophy builds on the student’s preexisting knowledge of the culture before moving to the whole language approach. The entire approach incorporates SLA theories, existing knowledge on SLA, effects of age, culture, and context on learning among other factors. I will use the course teachings to create many activities to foster active participation. Below is a summary of course concepts that will guide my SLA philosophy:
Second Language Acquisition Theories
There are a number of theories used to explain SLA. Stephen Krashen’s theory is a contemporary approach to SLA. The theory is made up of five hypotheses: acquisition-learning hypothesis, monitor hypothesis, natural order, input, and affective filter hypothesis (Goodridge, 2017). In the acquisition-learning hypothesis, Krashen points out that there are two independent systems in SLA, the ‘acquired system’ and the ‘learned system.’ The acquired system is created subconsciously, and it is similar to first language acquisition. The acquired system is developed through meaningful interaction whereby the learning process does not focus on the technical aspects of the language, but the communicative act. The other four hypotheses focus on strategies for improving SLA and factors that can hinder SLA. Krashen’s theory of SLA is comprehensive; it provides a broad foundation for SLA teaching by addressing some of the complex issues in SLA.
Other SLA theories include Vygotsky’s socio-cultural theory, BF Skinner behavioral approach, and Noam Chomsky’s naturalistic approach. Vygotsky is best known for developing the concept of the Zone of Proximal Development (ZPD) which implies that learning is a result of knowing something already and being motivated to find information at the moment about it. Vygotsky stated children learn through social and language interactions; learning is as a result of give-and-take between students and teachers, teachers must take advantage of ZPD. Alternatively, Chomsky’s naturalistic approach was a critique of B.F Skinner’s behavioral theory. Chomsky suggested that human beings are born with the innate ability to learn a language.
My personal philosophy borrows from Krashen’s theory. Krashen’s theory is a comprehensive theory tested by Krashen when teaching the second language. The five hypotheses address various issues surrounding SLA. However, I will not limit myself to Krashen’s theory only; I will also apply principles of Vygotsky’s social-cultural theory to create effective social and language interactions with my students.
Human Learning
Lesson 5 on human learning explores the different learning theories. Learning theories attempt to explain how human beings acquire new knowledge. SLA is part of human learning, and it can be understood using learning theories. Pavlov’s conditioning theory is one of the most popular learning theories which claim that learning takes place when there is a stimulus. B.F. Skinner’s learning theory included an in-depth analysis of language acquisition. According to Skinner, language involves a four-term contingency model of stimulus-response-consequence setting. Skinner also stated that language is learned through imitation.
The close relationship between human learning and language learning implies that educators must adopt effective teaching strategies guided by human learning theories when teaching language. As an educator, I believe that choosing the best learning theory is important as each theory has implications on the learning process. I feel that a constructionist approach to learning is the best approach; this approach enables students to be actively involved in the learning process by constructing knowledge rather than acquiring it. A constructionist approach uses past experiences and cultural factors to foster knowledge acquisition; making it the best approach for SLA.
The Role of L1 on L2
The significant role of L1 acquisition on L2 has been extensively studied. According to Martinez et al. (2014) understanding L1 acquisition can help improve SLA process. The theory that describes L1 acquisition best is Noam Chomsky’s naturalistic theory. Chomsky suggested that there exists an internal Language Acquisition Device (LAD) that starts functioning from birth to facilitate the acquisition of language. The child’s family is the Language Acquisition Support System (LASS) implying that nurture plays a vital role in L1 acquisition. While L1 acquisition occurs naturally in children; children do not wake up one morning with fully formed grammar. L1 evolves through many stages, making it almost similar to L2 acquisition (Palea, 2015).
Ma (2013) notes that the most significant role of L1 on L2 is L1 transfer. SLA is the process of learning another language after the native language. Transfer refers to the carrying over of learned behavior from one language to another. When teaching L2, educators use L1 to make students understand a new concept before converting it to L2. While the paradigms of L1 acquisition cannot be directly applied to the L2 acquisition because of the difference in the context, L1 cannot be ignored. For example, a study conducted in the late 1960s reported a similar natural order of morpheme acquisition to show that language learning is systematic regardless of whether it is L1 or L2.
Valuable lessons can be derived from L1 acquisition. First, meaning and communication precede grammatical correctness. Students are more likely to learner grammar and linguistic styles once they understand meanings of L2 words. L1 acquisition also teaches that classrooms should be a safe harbor for communication. Children learn how to communicate quickly because of the support from their families. Parents often repeat words or simplify them for their young children, and as a teacher, I will use repetition until my students master the new language. My philosophy involves the creation of fun and interactive environment where students can share stories in the new language without fear of making grammatical mistakes. I will encourage students to use L2 despite the errors as they are evidence of acquisition.
Cross-Cultural Variables
Languages differ across cultures; some languages are easy to learn while others are difficult. According to Lan (2015), there is a relationship between one’s ability to learn a new language and the similarities between L1 and L2. When L1 and L2 have similarities in grammar, phonology, and lexicon; it will be easy for students to learn L2. When L1 and L2 are different, learners will make more mistakes.
The concepts of markedness and second interlanguage are the two significant cross-cultural variables. Markedness refers to related forms or structures; similarities in grammar, lexical items and even idiomatic language between L1 and L2 break down cross cultural boundaries. For instance, when L2 has similar sayings and idioms with L1, learners will be motivated to learn L2 to find more similarities. Alternatively, the concept of interlanguage suggests that when acquiring L2, learners create a separate linguistic system between L1 and L2. The system is rule government, in the beginning, the system has a lot of similarities with L1, but as the learner learns L2 more, the system will have more characteristics of L2 system. There are errors in IL because students are yet to master the rules of L2.
In my SLA philosophy, I will encourage students to make use of cross-cultural variables of markedness and interlanguage to improve SLA acquisition. Markedness involves finding similarities between L1 and L2 and building on the similarities. Learners also create a new system to help them bridge the differences between L1 and L2. As learners created new systems, they will make mistakes because they are yet to understand all the rules of L2. I will use errors as correction strategies by asking students to share their approach interlanguage and help them improve them to avoid more errors. According to Washburn (2008) confusion is a natural response to L2 learning, when students do not know how to respond or act, they become frustrated. Students watch the teacher and other learners who seem to master the language faster than them, while others try to figure out the new language by guessing. Language educators should be empathetic of the learners’ feelings and help them navigate.
Effects of Age on Language Acquisition
Age is another factor affecting SLA. Researchers have studied the age variable extensively, and some researchers believe that there is a critical period in one’s lifespan for acquiring a new language, thus the critical period hypothesis (CPH). The consensus is that children and young people learn a new language better than adults. This takes us back to the relationship between L1 and L2. Children learn L1 fast and naturally; children also tend to master new languages better than adults. CPH is supported by biological explanations claiming that in children below the age of two, the two hemispheres of the brain have equal participation in language development. As children grow, the human brain acquires more specialized functions aside from language acquisition.
The CPH applies to L1, but researchers use the same argument to propose that the CPH for L2 is before puberty. According to Lennerberg (1967) language acquisition diminishes significantly after puberty. Researchers claim that language acquisition is challenging for adults because it is a conscious and laborious process. While many researchers have supported the CPH argument, an equal number of researchers have critiqued it. Adult students in foreign nations have managed to master new languages within a short period of time. Critics of the concept of CPH claim that social and psychological factors play a role.
As an educator, I am often confronted by the question of the effects of age on language acquisition. Young children acquire L1 easily while L2 acquisition is a tedious process. Learners from different ages learn differently, children learn a new language differently from adults due to the difference in cognitive abilities. I will create a positive environment to promote learning among all students. I will take into consideration the age factor, but it will not play a significant role as I will aim to meet the individual needs of my students.
Conclusion
I believe that it is essential to be consciously aware of the theory and concepts behind L2 acquisition. I will reflect the language acquisition theories in my teaching approach and other significant factors such as age, culture and the role of L1 in L2 learning. Krashen’s theory of SLA is a comprehensive and practical theory that will guide my philosophy. The theory postulates that L2 learning is determined by effort, and L2 can be acquired unconsciously just like L1. I will make L2 learning fun and active through the use of technology, visual aspects, stories and linguistic simplification. By engaging learners in meaningful activities, students will enjoy learning the new language. The course has improved my skills. I will use reflective practices to develop my teaching skills. I will apply the best practices to create the perfect teaching strategies for my students.
References
Goodridge, P. (2017). Second-language acquisition and motivation: A literature review. Pursuit- The Journal of Undergraduate Research at the University of Tennessee , 8 (1), 8.
Lan, Y. J., Fang, S. Y., Legault, J., & Li, P. (2015). Second language acquisition of Mandarin Chinese vocabulary: Context of learning effects. Educational Technology Research and Development , 63 (5), 671-690.
Lenneberg, E. (1967). The biological foundations of language. New York: Wiley.
Ma, B. (2013). What Is the Role of L1 in L2 Acquisition?. Studies in Literature and Language , 7 (2), 31.
Palea, L. L. (2015). Age and its influence on second language acquisition. Land Forces Academy Review , 20 (4), 428.
Washburn, G. N. (2008). Alone, confused, and frustrated: Developing empathy and strategies for working with English language learners. The Clearing House: A Journal of Educational Strategies, Issues and Ideas , 81 (6), 247-250.
