Second Language Acquisition And Bilingualism

2199 Words9 Pages
Abstract This research paper demonstrates that there are plenty of improvements to be made in parents and teachers minds about second language acquisition and bilingualism. The following information presented attempts to show you what is happening in homes and classrooms around the world and challenges readers to open their eyes to a different way of thinking. It includes a variety of strategies that can help teachers identify at-risks students and show them how they can make a few simple changes in their classroom to accommodate for ESL learners. Furthermore, this paper challenges parents to forget about their fear in exposing their child to a second language early on in their life, because there is no such thing as learning too early. What are the benefits of bilingualism? Is it easier for a younger child to learn two languages, then it is for an older child to learn a second language? How is second language acquisition (SLA) different from first language acquisition (FLA)? What are the disadvantages of second language acquisition? What strategies can teachers use to accommodate for students with English as their second language? This paper will look into finding answers for these big questions. Glass and Selinker (2001, p. 1) describe the study of second language acquisition as “the study of how languages are learned”. Dictionary.com defines bilingualism as “the ability to speak two languages fluently”. The Issue There seems to be many advantages to learning a second language, however these advantages are normally mentioned in situations where children grow up, immersed in bilingual households from an early age. (Marcos, 1997, para 1; Pre School English Learners, 2005, para. 3). So what about older children. A Victorian based Department of Education and Training Video, (Finch, Vacirca, & Wright. 2003) shows English as a Second Language (ESL) students
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