QUESTION 1
1.1. Discuss the critical period hypothesis and indicate whether it has any
relevance to language acquisition and language learning. Substantiate your
answer.
On page 68 of the study guide explains critical period hypothesis (CPH) suggests
that there's a specific time in life when humans are best able to learn certain skills,
including language. According to this theory, the critical period for language
acquisition is from birth to around 10 years old. During this time, the brain is highly
adaptable, or plastic, making it easier for children to learn languages effortlessly and
with native-like pronunciation.
But, the CPH has faced criticism and isn't universally accepted. Some argue that the
reason adults don't learn second languages as easily as children is due to factors like
time constraints, social pressure, and fear of making mistakes. Adults often have
higher expectations of language proficiency, which can lead to frustration and hinder
learning.
Research shows that adults can still succeed in learning second languages,
especially if they're motivated and provided with sufficient exposure to the language.
Adults may even have advantages over children, such as better problem-solving
skills and metalinguistic knowledge.
Regarding language acquisition and learning, the CPH remains relevant as it
highlights the importance of early exposure to languages. While there may be an
optimal period for effortless language acquisition, individuals can still learn languages
at any age, albeit with varying degrees of difficulty.
The CPH provides insights into language acquisition, its relevance to language
learning suggests that age isn't the sole determinant of language proficiency. Factors
like motivation, exposure, and individual differences also play crucial roles in
language acquisition and learning.
,1.2. Explain how the concept of “language transfer” relates to the role of the
first language in additional language teaching according to Cummins
(1980). Describe how you would identify opportunities for “language
transfer” in additional language teaching.
Cummins' explanation of language transfer highlights how learners may apply
knowledge from their first language to their second language when speaking or
writing. This transfer can have both positive and negative effects on language
learning. Positive transfer occurs when learners find similarities between words in
their first and second languages, making it easier to learn new vocabulary.
Conversely, negative transfer happens when learners make errors due to
differences in language structures between their first and second languages.
Understanding the concept of language transfer is crucial for additional language
teaching. Teachers can identify opportunities for language transfer by
recognizing similarities and differences between the first and second languages.
They can encourage learners to draw connections between languages and use
their linguistic background as a resource for learning. For example, teachers can:
Provide visual aids: Display words with similar meanings or structures in both
languages to help learners recognize patterns and make connections.
Use bilingual resources: Incorporate bilingual dictionaries or texts that show
translations between the first and second languages, allowing learners to
compare and contrast.
Encourage language comparison: Prompt learners to identify similarities and
differences between sentences or phrases in their first and second languages,
promoting awareness of language transfer.
Scaffold learning: Guide learners in using their first language as a foundation
for understanding new concepts or grammar rules in the second language,
facilitating transfer of knowledge.
By leveraging language transfer, teachers can create a supportive learning
environment that respects learners' linguistic backgrounds and enhances their
, proficiency in the second language. This approach acknowledges the valuable
role of the first language in additional language teaching and promotes
meaningful connections between languages for effective language acquisition.
1.3. Learning unit 4 discusses the principles of teaching. Select five principles
and explain how you would use them in the classroom.
Learning Unit 4 discusses several principles of teaching, but let's focus on five key
principles and how they can be applied in the classroom:
Integration of Subjects: This principle emphasizes the interconnectedness of
different subjects and provides natural opportunities for revising concepts and
vocabulary. In the classroom, teachers can integrate subjects by designing lessons
that incorporate multiple disciplines. For example, when teaching reading, teachers
can start with a short story that relates to other subjects like science or history.
Then, they can engage students in activities that reinforce comprehension,
vocabulary, and language structures while exploring related topics.
Communicative Approach: The communicative approach emphasizes the
importance of language use for social and practical purposes. In the classroom,
teachers can create communicative activities where students engage in meaningful
interactions using the target language. For instance, role-plays, group discussions,
and collaborative projects can provide opportunities for students to communicate
with each other and apply language skills in authentic contexts.
Learner-Centered Activities: Learner-centered activities ensure that instruction is
tailored to students' needs, interests, and abilities. Teachers can implement
learner-centered activities by allowing students to take ownership of their learning
process. This can involve collaborative learning, inquiry-based projects, and
differentiated instruction to accommodate diverse learning styles and preferences.
Authentic Materials and Contexts: Using authentic materials and contexts in
teaching helps students connect language learning to real-life situations. Teachers
can incorporate authentic resources such as newspapers, videos, and online
1.1. Discuss the critical period hypothesis and indicate whether it has any
relevance to language acquisition and language learning. Substantiate your
answer.
On page 68 of the study guide explains critical period hypothesis (CPH) suggests
that there's a specific time in life when humans are best able to learn certain skills,
including language. According to this theory, the critical period for language
acquisition is from birth to around 10 years old. During this time, the brain is highly
adaptable, or plastic, making it easier for children to learn languages effortlessly and
with native-like pronunciation.
But, the CPH has faced criticism and isn't universally accepted. Some argue that the
reason adults don't learn second languages as easily as children is due to factors like
time constraints, social pressure, and fear of making mistakes. Adults often have
higher expectations of language proficiency, which can lead to frustration and hinder
learning.
Research shows that adults can still succeed in learning second languages,
especially if they're motivated and provided with sufficient exposure to the language.
Adults may even have advantages over children, such as better problem-solving
skills and metalinguistic knowledge.
Regarding language acquisition and learning, the CPH remains relevant as it
highlights the importance of early exposure to languages. While there may be an
optimal period for effortless language acquisition, individuals can still learn languages
at any age, albeit with varying degrees of difficulty.
The CPH provides insights into language acquisition, its relevance to language
learning suggests that age isn't the sole determinant of language proficiency. Factors
like motivation, exposure, and individual differences also play crucial roles in
language acquisition and learning.
,1.2. Explain how the concept of “language transfer” relates to the role of the
first language in additional language teaching according to Cummins
(1980). Describe how you would identify opportunities for “language
transfer” in additional language teaching.
Cummins' explanation of language transfer highlights how learners may apply
knowledge from their first language to their second language when speaking or
writing. This transfer can have both positive and negative effects on language
learning. Positive transfer occurs when learners find similarities between words in
their first and second languages, making it easier to learn new vocabulary.
Conversely, negative transfer happens when learners make errors due to
differences in language structures between their first and second languages.
Understanding the concept of language transfer is crucial for additional language
teaching. Teachers can identify opportunities for language transfer by
recognizing similarities and differences between the first and second languages.
They can encourage learners to draw connections between languages and use
their linguistic background as a resource for learning. For example, teachers can:
Provide visual aids: Display words with similar meanings or structures in both
languages to help learners recognize patterns and make connections.
Use bilingual resources: Incorporate bilingual dictionaries or texts that show
translations between the first and second languages, allowing learners to
compare and contrast.
Encourage language comparison: Prompt learners to identify similarities and
differences between sentences or phrases in their first and second languages,
promoting awareness of language transfer.
Scaffold learning: Guide learners in using their first language as a foundation
for understanding new concepts or grammar rules in the second language,
facilitating transfer of knowledge.
By leveraging language transfer, teachers can create a supportive learning
environment that respects learners' linguistic backgrounds and enhances their
, proficiency in the second language. This approach acknowledges the valuable
role of the first language in additional language teaching and promotes
meaningful connections between languages for effective language acquisition.
1.3. Learning unit 4 discusses the principles of teaching. Select five principles
and explain how you would use them in the classroom.
Learning Unit 4 discusses several principles of teaching, but let's focus on five key
principles and how they can be applied in the classroom:
Integration of Subjects: This principle emphasizes the interconnectedness of
different subjects and provides natural opportunities for revising concepts and
vocabulary. In the classroom, teachers can integrate subjects by designing lessons
that incorporate multiple disciplines. For example, when teaching reading, teachers
can start with a short story that relates to other subjects like science or history.
Then, they can engage students in activities that reinforce comprehension,
vocabulary, and language structures while exploring related topics.
Communicative Approach: The communicative approach emphasizes the
importance of language use for social and practical purposes. In the classroom,
teachers can create communicative activities where students engage in meaningful
interactions using the target language. For instance, role-plays, group discussions,
and collaborative projects can provide opportunities for students to communicate
with each other and apply language skills in authentic contexts.
Learner-Centered Activities: Learner-centered activities ensure that instruction is
tailored to students' needs, interests, and abilities. Teachers can implement
learner-centered activities by allowing students to take ownership of their learning
process. This can involve collaborative learning, inquiry-based projects, and
differentiated instruction to accommodate diverse learning styles and preferences.
Authentic Materials and Contexts: Using authentic materials and contexts in
teaching helps students connect language learning to real-life situations. Teachers
can incorporate authentic resources such as newspapers, videos, and online
