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Making the most of an early start to L2 instruction - Coggle Diagram
Making the most of an early start
to L2 instruction
Literacy skills
Literacy skills, additional L2 learning, and bilingualism have increasingly evolved from deficiency views to resource-oriented approaches.
Deficit-oriented viewpoints place more emphasis on the opportunities that multilingualism opens them.
potential of transfer of aspects of language
strategies of language
learning and use
Developmental Interdependence: L1 and L2 literacy abilities should be seen interrelated
If text competences are acquired by an L1-user and then applied to L2 text, this can be seen as an example of transfer from one language to another.
There are individual variations on a range of mental abilities (e.g., nonverbal intelligence, memory)
Using heritage instruction to narrow the "language gap" between immigrant and nonimmigrant students seems recommended.
connections between recall tasks and language performance in L1 and L2
Language proficiency should correlate more strongly if the languages are similar.
L1 should reach a particular degree of development in order to ensure successful cognitive and language growth is another view.
“first language axiom” - Lambelet and Berthele or 'Threshold Hypothesis' - Cummins
Low levels of L2 proficiency are allegedly the outcome of inadequate L1 development.
As for the idea of thresholds:
1) There is no empirical support for the discontinuous origin of bilingualism
2) Unless thresholds are specified independently, they do not produce predictions that can be shown to be incorrect, increasing the likelihood of generating false positive results.
3) It is impossible to define the threshold in absolute terms.
Transition from primary to secondary school
A smooth transition from primary to secondary education may be necessary for motivation and the continual improvement of language skills.
It is said to be a "fragile moment" due to the aspects that could be challenging to comprehend or control.
Some students and teachers find it difficult to make the shift from a more communicative and holistic approach to FL learning at the primary level to a more formal and consciousness-engaging approach at the secondary level.
Several critical issues in relation to the transition
from FL instruction in primary to secondary school
Young learners may be disturbed by a sudden change from a student-centered, "implicit" style to more teacher-directed and rapid-paced instruction.
There can be a potential mismatch between student and instructor expectations for instructional strategies, which could lead to a decline in motivation,
Between primary and secondary school instructors, coordination and even communication are sometimes absent.
Since secondary schools accept students from multiple primary schools and L2 proficiency results from elementary schools vary widely.
L2 programs are still relatively new to primary education in certain countries, primary school L2 teachers occasionally receive insufficient training.
The transition of teaching methods from primary to secondary school did not appear to be generally problematic, according to the findings of linear mixed-effects regression models.
There is a chance of losing what was learned in primary school while starting over in secondary school.
the issue of whether primary school talents are properly valued in secondary education
At the transition point, motivation scores increased significantly, and they remained much higher at the conclusion of the first year of secondary school than they had been in the previous year.
school groups can be very
heterogeneous in terms of level
Iplicit-explicit dichotomy
Knowledge that may be accessed quickly and easily is produced through the automatic, unconscious, and potent mechanism known as the implicit dimension.
It enables “learners to infer rules without awareness” and “internalize the underlying rule/pattern without their attention being explicitly focused
on it" (p.122)
It also requires
intensive exposure to input over a longer period of time
The processing and maintenance of information in working memory is said to be resource-intensive, attention-demanding, and necessary for explicit learning.
"mature learners have been considered to be better able to learn explicitly" (p.122)
Raising children’s interest is easy but maintaining their
motivation over years poses a challenge