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Similar to Fact or Myth (20)
Fact or Myth
- 1. Fact or Myth? Language Acquisition
- 2. A bilingual environment is a matter of choice, not a necessity. MYTH Many discussions on bilingualism seem to be based on the idea that a bilingual environment is something that parents choose for their children. Young children growing up bilingually do so because there is no way they can grow up monolingually. Interaction with monolinguals is important. People within a given environment may all speak a different language.
- 3. Learning 2 or more languages in childhood may cause language disorders or language delays. MYTH There is no scientific evidence to prove this. Evidence are only anecdotes that are derived from speech therapists. They often claim that hearing 2 or more languages will confuse the child. Another claim is that the acquisition of the main language of the environment will stand a better chance without competition.
- 4. Many immigrant children during the early 1900’s did not learn English as well as immigrant children do today. FACT Children went off to work when they came from overseas. Many dropped out of school to work in jobs that did not require the kinds of academic achievement and communication skills that substantive employment opportunities require today.
- 5. It takes an average of 5-7 years for students to achieve the same levels of academic English as native speakers. FACT It can take this amount of time for ESL students to achieve the same levels of proficiency in academic English as native speakers. Academic skills need to be developed to read and comprehend textbooks, understand directions, take tests, and apply higher level critical thinking skills in English.
- 6. Theorists have not yet definitively answered the question: How do students really acquire a L 2 ? FACT Second language acquisition is a dynamic field that is constantly being researched. A definitive answer is difficult; there are a host of factors that come into play: Emotional Physical Psychological Sociological
- 7. Children’s use of two languages within one sentence is a sign of confusion. MYTH Use of two languages reveals a great deal of linguistic skills. Children who use words from two languages in one sentence, produce far more sentences using only one language. This is an example of how a first language helps in learning a second language.
- 8. Very young children “pick up” a second language quickly and easily. MYTH Learning any language is a process that takes many years. Children need a strongly supportive and rich environment. Language development in the early stages depends crucially on vocabulary knowledge. Children need to learn language strategies.
- 9. L 2 learners do not need to know the language before they can be taught content in an academic area. FACT ESL learners are capable learners and may be doing grade level or above grade level work in their native language. They can transfer there learning strategies to their L 2 academic environment. All that an ESL learner needs is comprehensible input.
- 10. The younger the child, the more skilled in acquiring a L 2 . MYTH Research does not support this conclusion in school settings. Wisdom and life experiences play a major role. Pronunciation is the only area in which younger children seem to have an advantage over older learners.
- 11. A student can learn a L 2 more quickly by being exposed to and surrounded by native language speakers. MYTH Language is too complex to be relegated just to listening comprehension. Full bilingualism entails a rigorous combination of the 4 language arts. Oral communication will take at least 2-3 years. Academic English takes 5-7 years.
- 12. There is no optimum age for learning a second language. FACT Motivation plays a strong role. Each learner has a distinct learning style that can be successfully applied at any age. This is the same as item 9.
- 13. When ESL learners are able to converse comfortably in English, they have developed proficiency in the language. MYTH Proficiency in face-to-face communication does not imply proficiency in the more complex academic language needed in the classroom . ESL learners may have language problems in reading and writing that are not apparent if their oral abilities are used to gauge their English proficiency. Full control of a L 2 implies going beyond just conversing on a social level.
- 14. There are so many variables that effect L 2 learning, that a teacher has an uphill battle within a classroom setting. MYTH The classroom is not a war zone. The teaching/learning process stems from both the teacher and the learner working cooperatively toward a common goal. Teachers, as facilitators, can help guide ESL learners to identify and use their own particular styles and resources.
- 15. The emotional side of a student plays as large a role in L 2 acquisition as their intellectual side. FACT The affective side is just as important as cognitive aspects. The “heart” cannot be separated from the “brain”. Learning styles may vary a great deal and need to be addressed.
- 16. The earlier a L2 is introduced in school programs, the greater the likelihood of success in learning. MYTH Success in learning a L2 has been documented in all grade levels, and even in adulthood. Strategies in teaching and learning change with each grade level, therefore, both teachers and students have ways of ensuring that maximum learning takes place.