Language Arts in the Native Language, Part 2

Question 1: Discuss models of bilingual education programs: dual immersion.

Answer 1: One of the newer models of bilingual education program is known as dual immersion. In this kind of program, groups of students with different first languages are placed together and encouraged to learn each other's native tongue. Research has suggested a number of excellent benefits to this instruction model. In many cases, it has been found to promote true bilingualism, and a healthy respect for another culture. Many students have seen their skills in their native language improve as a result of explaining themselves to their peers. In other words, dual immersion programs force students to consider and analyze their original language, which improves their skill in that language as well as their ability to learn a new language. Also, of course, schools that featured dual immersion programs typically have fewer problems integrating non-English speakers into the student body. At present, dual immersion programs are uncommon but increasing in number.

There are lots of good resources about Native Language that you can find available.

Question 2: What are the stages of L1 acquisition?

Answer 2: Children go through five recognizable stages in the development of their primary language skills. The first stage occurs when the child is between six and eight months old, and is known as the babbling stage. During this period, the child begins making repetitive patterns of sound with his mouth. During the one-word (also known as one-morpheme, one-unit, or holophrastic) stage, which extends from nine to 18 months of age, the child begins to make basic word stems and single open-class words. During the two words stage, which extends from 18 to 24 months, the child begins making miniature sentences with simple semantic relations. During the telegraphic stage (also known as the early multiword or multimorpheme stage), which extends from 24 to 30 months, the child begins to express sentence structures with lexical rather than functional or grammatical morphemes. Finally, during the later multiword stage, which typically occurs after 30 months, the characteristic grammatical or functional structures of the primary language emerge and are incorporated.

Question 3: Discuss the models of language acquisition: behaviorist.

Answer 3: The behaviorist view of language acquisition, developed by B.F. Skinner, asserts that individuals learn language as a direct response to stimuli. Certain words or patterns of language produce certain activities or events in the external world, and then the individual over time develops a mental response to those stimuli. Correct responses to stimuli are reinforced and therefore perpetuated through time. There are a few problems with this theory as it applies to language acquisition. One is that the creation of language is a somewhat improvisatory act, and is therefore difficult to see as a response to stimuli in many cases. Also, many scientists feel that the behaviorist interpretation of language acquisition is overly simplistic, and does not take into account the extreme complexity of language. Finally, linguistic response does not always elicit clear and recognizable rewards or punishments, which suggests that it would be difficult for a child to have his or her responses reinforced.

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