CHARACTERISTICS OF SECOND LANGUAGE ACQUISITION

These examples of cross-linguistic influences are fundamental considerations for any ELL, as they reflect normal, typical, and predictable phenomena of second language learning. Not all ELLs present with all characteristics. There is no particular timing or sequence to when and where these characteristics may emerge. Likewise, they may be transitory, and cyclical.

Arrest-an apparent halt in proficiency development of a language

Avoidance- a specific language structure is consciously not used

Backslide- return to a fossilized form, once a correct form has been used

Code switching- a form of language alternation; changing between languages within an utterance, indicating language learning, bilingual development, linguistic creativity and cognitive flexibility. The strategy fulfills immediate communication needs, when certain L2 skills are still developing. Although switch may be bidirectional, general tendency to switch from dominant L1 to L2.

Fossilization- an incorrect L2 target becomes fixed and can no longer be corrected, generally on the syntactic level, e.g., mixing pronouns, irregular verbs forms

Interlanguage- a transitional stage of second language learning where strategies to maximize communication are evidenced through use of overgeneralization and transfer of syntactic rules between L1 and L2.

Language loss- or attrition; occurs when L1 is not maintained and L2 becomes dominant. Symptoms include: decay of vocabulary, topic restriction, reduced fluency, and overall less communicative spontaneity. Causes are variable including lack of L1 schooling, motivation to assimilate new language and culture, and international adoption.

Language transfer- or interference; L1 directly influences L2 products across language levels

Overgeneralization- rules from one language are carried over and applied into another language

Silent period- language non-use, or nonverbal period; a normal part of second language acquisition when an ELL may interact with peers socially, yet remain nonverbal in the academic environment. This period reflects the first SLA stage that focuses on listening and comprehension. This preproduction period is needed to process the new language and may last from a few weeks up to a year, depending on many individual variables. Younger ELLs may demonstrate a longer silent period.

Ushape- variable performance in proficiency level, skill regression with eventual return to previous level of proficiency