Key Principles of Second Language Acquisition and CLIL
Factors for Success in Language Acquisition
Success depends on continuous exposure to the L2, opportunities to use the language, and almost native-like input.
How Children Learn Languages
Children learn languages through meaning-focused tasks, interaction with others, and scaffolding from the teacher. Teachers can also include a focus on form by giving age-appropriate explanations.
Memory-Based vs. Rule-Based Learning
Language learning involves two complementary systems:
- Memory-based learning: Learners acquire chunks or fixed expressions like “My name is…”.
- Rule-based learning: Learners understand grammatical rules through inductive or deductive reasoning.
The Impact of Age on Learning
The younger the learners are, the more they rely on memory-based learning and the less they use rule-based learning. Their L2 development is usually slower, so motivation becomes very important in the classroom.
Content and Language Integrated Learning (CLIL)
CLIL is an educational approach where subject matter is taught through a foreign language, aiming to teach both content and the language (Marsh, 1999).
The Four Cs Framework
A framework for designing CLIL lessons includes:
- Content: Subject-led CLIL.
- Cognition: Promotes thinking skills and challenges learners.
- Communication: Learners use subject language orally and in writing; language is a tool, not an end.
- Culture: Introduces students to various cultural contexts.
Scaffolding: The supports teachers provide so learners can understand the content and develop new skills.
BICS and CALP: Proficiency Types
- BICS (Basic Interpersonal Communication Skills): Everyday, social language; fluency in 1–3 years; may include a “silent period.”
- CALP (Cognitive Academic Language Proficiency): Academic, school-based language; takes at least 5 years to reach intermediate fluency.
Hard CLIL vs. Soft CLIL
- Hard CLIL: Subject-led, where a subject teacher aims for dual learning of content and language.
- Soft CLIL: Language-led, where a language teacher uses content topics primarily as a vehicle for language instruction.
Key Concepts in Second Language Acquisition (SLA)
SLA (Second Language Acquisition): The study of how people learn a language other than their mother tongue, inside or outside the classroom.
- First Language (L1): The first language a person learns, usually from birth or early childhood at home.
- Second Language (L2): A language learned after the mother tongue and commonly used in society.
- Foreign Language: A language learned in a place where it is not commonly used.
- Acquisition vs. Learning: Acquisition is subconscious; learning is conscious and involves grammatical rules.
- Input: Exposure to authentic language, essential for language learning.
- Intake: Internalized input, ready to be used.
- Interlanguage: Learner-produced language during the learning process, influenced by L1 and target language.
- Interference: Logical but incorrect influence from L1.
Errors and Mistakes
- Errors: Deviations in usage due to gaps in knowledge; cannot be self-corrected. Types include developmental errors (like L1) and transfer errors (L1 influence).
- Mistakes: Slips or lapses; knowledge exists, and they can be self-corrected.