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Objectives

This course provides foundational knowledge in the second language acquisition process and its impact on content-area instruction and student achievement. Participants learn key considerations for working with and supporting ELLs. The content objectives addressed in this course include the following:

• Examine scientifically-based research (SBR) on the second language acquisition process
• Identify variables that may affect language acquisition

References

Click the book icon to download the References PDF file for this course.

There are three key areas in understanding second language acquisition.

Oral Language Development
From birth to about age five, children develop oral language skills. The method in which oral language is developed is universal and typically ends when formal schooling begins.

Primary Language Development
Children learn their first (primary) language (L1), the foundation of communication skills, at a very young age. Primary language development occurs without formal instruction through imitation, practice, and interaction.

Second Language Acquisition
Second language acquisition is the process involved when learning a new language in addition to the primary language (L1). The second language (L2) can also be referred to as the target language.

As children’s ages and grade levels increase, so do their cognitive abilities to use language effectively and in a more complex manner. Their increased linguistic and cognitive abilities apply not only to listening and speaking, but also to reading and writing within each academic subject (Collier, 1995).

Consider: Most students in formal school settings are progressing through appropriate linguistic and academic developmental stages in their first language, and they are working at the appropriate age/grade and developmental level.

Learning a second language can occur at any age and for varied purposes, such as social factors, school requirements, or work expectations. Collier (1995) explains, “Second language acquisition is more subject to influence from other factors,” which is especially true for ELLs entering at the secondary level.

Many ELLs’ distinct social, cultural, and educational backgrounds may have a major impact on their ability to acquire a second language and to learn content simultaneously.