Factors Affecting the Second Language Learners' Fluency.

Before Dak Prescott and Ezekiel Elliott came to the Dallas Cowboys they weren’t doing so great. These two have put up amazing numbers that have helped the Cowboys incredibly.

Many popular theories of second language acquisition have been analyzed throughout history. The socialization of L2 learners, their present emotional state that is present at time of acquisition, as well as the comprehensible input and output with the use of scaffolding play a major role in second language acquisition. Let us also not forget the importance of written expression as well as reading comprehension with these L2 learners. Each play a role in language development. However, I believe that in acquiring a language, one must use a variety of techniques that work together to create a balance within the learning environment. Furthermore, all L2 learners learn differently and so a variety of resources will need to be used based on the ability of each student. There are many theories that have been developed by highly qualified experts in the field on linguistics. However, I will address those areas that I agree with as I present my personal theories on second language acquisition.

The second portion of the article is all about the stages of second language acquisition of which there are 5. In order from low level of linguistic proficiency to high level of language proficiency the five levels – as stated by the article- are: Silent/Receptive/Pre-productive, Early Production, Speech Emergence, Intermediate Fluency, and Advanced Fluency. The article goes on to

Navarrete, Lori, Nevada State College,Watson, M.R Silvana,, Old Dominion University, Council for Learning Disabilities, English Language Learners:The Impact of Language and SocioCultural Factors on Learning, (August

Many popular theories of second language acquisition have been analyzed throughout history. The socialization of L2 learners, their present emotional state that is present at the time of acquisition, as well as the comprehensible input and output with the use of scaffolding play a major role in second language acquisition. Kirsten Hummel states, “The one most effective way to increase L2 competence was by exposure to ‘comprehensible input’.” (Hummel, 2014, p. 73) Let us also not forget the importance of written expression as well as reading comprehension with these L2 learners. Each plays a role in language development. However, I believe that to acquire language one must use a variety of techniques that work together to create a balance within the learning environment. Furthermore, all L2 learners acquire language differently and so using a variety of resources that are based on the ability of each student is neccesary. There are many theories that have been developed by highly qualified experts in the field of linguistics. However, I will address those areas that I agree with as I present my personal theories on second language acquisition.

One-point teachers should be aware of language acquisition is that the child ability to participate in a classroom may be affect because of the lack of communication, must of the time students that are second language learners tend to stay quite and demonstrate lack of understanding. It is important to identify these students to be able to approach and teach them adequately.

Judie Haynes’ article, “Stages of Second Language Acquisition”, clearly states five stages that a new learner of English may go through. In Haynes’ theory, there are five stages in total, and they are pre-production, early production, speech emergence, intermediate fluency, and advanced fluency. According to Haynes, new learners of English acquire language by going through the same stages. However, how much time each student spends at a particular stage may be different. Despite the different time length, the stages of people acquiring new language are worth discussing.

One of the reasons for this stereotype can be attributed to the older adult and the teacher, they have doubts about their ability to learn a foreign language. Although most people have accepted the generalization of learning as “the younger the better” (Schleppegrell, M., 1987), this is not the case when it comes to learning language. There have been studies that have determined that aging does not decline a person’s learning ability. The way older adults learn a new skill is the only adjustments that need to be made. These studies also show that older adults learn at a more rapid rate than children (Krashen, Long, and Scarcella, 1979). There are two reasons why being a poor language learner is attributed to adults, and those are “a theory of the brain and how it matures, and classroom practices that discriminate against the older learner” (Schleppegrell, M., 1987). The "critical period" hypothesis that was put forth in the 1960 's was based on then-current theories of brain development, and argued that the brain lost "cerebral plasticity" after puberty, making second language acquisition more difficult as an adult than as a child (Lenneberg, 1967). Due to advances in the study of neurology, it has been determined that adults have superior language learning capabilities. These studies and facts should dispel any accepted stereotypes related to older adults and their ability to learn foreign languages.

This artifact represents eleven methods helpful for developing student’s oral language skills. Components essential for developing language and literacy include practice speaking and writing formally, as well as reading and listening. Communication has five areas to oral language development including; vocabulary, syntax (grammar), morphological skills (meaning of words forms and parts), pragmatics (the social rules of communication), and phonological skills (rhymes and syllables). In this artifact I provide strategies for developing these skills emphasizing the need for students to talk more than the teacher, regardless of their skill level. Practice need not always be structured around a curriculum goal such as chemistry, it can be an activity that encourages an ELL student to tell about their favorite food, or their family, or a special tradition they have at home. Developing oral language is about having student practice. Having student’s write down their stories can help develop their literacy.

In the Book X of the Nicomachean Ethics, Aristotle concludes that a life of contemplation is the highest human activity. Aristotle states that the life of reason and contemplation will be the happiest because the gods are the happiest among all of us, and contemplation is characteristic of their own lives. Aristotle explained this statement in details when he states that the life of contemplation is more Godlike and since God is all-powerful it is safe to say that this life will lead us to the happiest and best life. These arguments are sound because he believes the life of contemplation to be the best life because it is the most Godlike. And since it is Godlike it can be considered the best life.

I saw, even though you tried to cover my eyes. I heard, even though you tried to block my ears. I felt, even though you pretended there wasn't a reason to. How could I possibly understand what I was seeing and feeling at such a young age? Who was there for me to talk to about it? No one..I had to comprehend so much. I sat behind the door with my back against it, when the screaming began again I closed my eyes this time. I pictured myself in a meadow with the grass being pure green and the sky being pure blue. The sun shined so brightly on my skin and the feeling of warmth comforted me. I could see a man walking up to me, but he was so bright you couldn't see his face. My throat was in a knot and my heart was heavy, but as

Influential factors of disproportionality. Disproportionality occurs, across many ethnic groups, for a variety of reasons. One of the reasons is due to the over diagnosis and underreferal of students identified as English Language Learners (ELL) resulting from poorly designed language and psycho-educational assessments (Case & Taylor, 2005). Another challenge for ELL students is the challenge professionals have in distinguishing between linguistic differences and true disability, which may cause them to perform poorly on academic work with high language demands (Abedi, 2006). As their own group, ELL students face chronic over and underrepresentation in all categories.

Abstract: In second language acquisition, age factors has always been the study focus and one of the most controversial issues of linguistics. Based on the Brain Plasticity Theory and the Critical Period Hypothesis, the purpose is to prove such a hypothesis that the younger the leaner who begins to learn an second language,the greater the probability that he or she will achieve a native-like command of it.

Krashen used the natural approach to explain the process of second language acquisition. Krashen’s model basically consists of two parts. In the first part, the language acquisition device the comprehensible input triggered and this starts children’s language development. This process is affected by the anxiety factor, which he called affective filter. In the second part, the acquired language combined with the intentional learning result in the language output. In this process, the intentional learning monitors students’ output. Specifically speaking, his model proposes that a low affective filter or a low anxiety is good for children’s acquisition. He further believes that the learned knowledge hinders our acquisition and needs to be avoided (Brown, 2014). This argument indicates that teachers had better avoid such monitoring as correcting students’ responses since it hinders students’ acquisition. Also, Krashen argues that it is good for children to acquire the language subconsciously. Besides, he asserts that children follow a natural order to acquire the rules of the language.

The first area of difference between first (L1) and second (L2) language learning is input – specifically the quality and quantity of input. It is the idea of the "connectionist model that implies... (that the) language learning process depends on the input frequency and regularity" (5).. It is here where one finds the greatest difference between L1 and L2 acquisition. The quantity of exposure to a target language a child gets is immense compared to the amount an adult receives. A child hears the language all day everyday, whereas an adult learner may only hear the target language in the classroom – which could be as little as three hours a week. Even if one looks at an adult in a total submersion situation the quantity is still less because the amount of one on one interaction that a child gets for example with a parent or other caregiver is still much greater then the adult is receiving.