INTRODUCTION PART II

Part II condenses the most prevalent working theories from the fields of second language acquisition (SLA), linguistics, sociolinguistics, psychology and other related areas. This information is crucial in understanding all the factors and variables that allow us to accurately analyze communication behaviors of the ELL student. With a clear picture of the scope of bilingualism, the SLP is able to guide teams through issues that must be taken into consideration for each and every student learning English as a new language. These considerations are first and foremost in any discussion of the needs of an ELL student. Discussion of educational or behavioral supports without this knowledge does not align with Culturally Responsive Practice.

Referring back to Knowledge and Skills Needed by Speech-Language Pathologists and Audiologists to Provide Culturally and Linguistically Appropriate Services, ASHA has determined specific professional competencies that are required when working with Culturally and Linguistically Diverse individuals. Section 4.2 Language and Linguistics lists requisites for cultural competence. We will focus on gaining skills and knowledge of:

B. Normal processes of second-language acquisition, including language transfer, language attrition, interlanguage, and affective variables.

Second language acquisition (SLA) is both a field of study and a process. Learning another language (L2) once the native language (L1) has been learned, is not easy. It is a long and arduous process that should not be taken for granted for any ELL student. ELLs face many challenges in their new school environment, even for those ELLs who were born in the U.S. ELLs experience one culture during their school day, and go home to another culture. ELLs are caught between these two very different worlds. Each world with its own unique customs, language, social rules, hidden curriculum, and behavioral expectations. By gaining cultural competence, or sensitivity to both cultural and linguistic differences, the practitioner will have the ability to identify and understand second language acquisition, bilingualism, acculturation, and other factors, as they relate to realistic expectations and supports for the ELL student.

As SLPs we know a great deal about language acquisition and language development. We can build on that knowledge to fully appreciate the processes involved in adjusting to a new language. We will look at four essential knowledge components to understand how a second language (specifically English) is learned, as well as the development of bilingualism. These components are:

1) Challenges to learning English
2) Stages of second language acquisition
3) Characteristics of second language acquisition
4) Types of bilingualism

Part II concludes with a discussion on how CLD individuals adapt to their new culture, as related to second language acquisition and bilingualism.