University of the Immaculate Conception

Post Graduate School

Doctor of Philosophy in Education major in Applied Linguistics

PhDL 514: Language and Language Uses

MODULE 15
Acquiring First and Second Languages
LEARNING OBJECTIVES:
At the end of the lesson, the student will be able to:
a. define and differentiate first language and second language;
b. compare major theories of first language acquisition and second language acquisition;
and
c. explain how children acquire a language and the processes involved in their literacy
development.

INTRODUCTION
First and Second Languages: Its Definition and Differences

Language is an instrument that binds people together. It is not biological; as such, regardless of race
and ethnicity, children will eventually learn the language they are initially exposed to (Giron, Aguirre,
Flojo, Gutierrez, & Llagas, 2016). Children usually develop their first language through exposure to
their primary caregiver, their mother. This technique that mothers use when talking to their young
children is called "motherese" or baby talk. It uses simplified grammar, exaggerated speech melody,
diminutive forms of words such as doggie, horsie, dada, highly repetitive styles, and shortening and
simplifying words (Princeton University, 2017).

Language can be acquired and learned at the same time. Language acquisition is a process in which
children develop their ability to use a language without considering its grammatical rules. Usually, this
happens during the acquisition of the first language. A child learns to speak and develop their first
language by listening to their parents or their caregivers (Limacher-Riebold, 2017). Language
acquisition also happens to second-language learners. Usually, when a Filipino student watches a
Korean film, they tend to develop the ability to understand the conversations in the film through the
actions shown by the characters. In this way, the Filipino student can then converse in Hanggul, the
language of Koreans, without studying its grammatical rules.

On the other hand, language learning occurs when a student has a conscious knowledge of the target
language and can talk about that knowledge (Foppoli, n.d.). This process takes place when the
student is aware of the grammatical rules of the language he/she tries to learn. Language learning
focuses on formal learning in which accuracy is more important than fluency and the development of
language strategies (Language Network for Quality Assurance (LanQua), n.d.).

In studying language acquisition and language learning, some basic terms must first be defined, such
as first language, second language, and foreign language. First language is the language first
acquired by a child like the mother-tongue. Moreover, second language is a non-native language that
has an official role in a certain country, while foreign language is a non-native language that has no
official role in a certainty country. In the Philippines, English is a second language for it is an official
language of commerce and industry as stipulated in the Philippine Constitution.
Time allotment/ duration: 1.30 hours
Core-Related values and Biblical Reflection:
Excellence: Competence
1 Corinthians 14:10: There are doubtless many different languages in the world, and none is
without meaning. (ESV)

LEARNING CONTENT
Topic Content:

A. Theories of First Language Acquisition

1. Behaviorist Perspective
 Behaviorists believe that, like any other skill, language can be taught through
repetition, imitation, habituation and reinforcement (Giron, Aguirre,
Flojo, Gutierrez, & Llagas, 2016).
 Burrhus Frederic Skinner, also known as B.F. Skinner, in his
Operant Conditioning, argued that children learn language based on
positive and negative reinforcement principles.
 It views language as consistent formal pattern which can be developed in a
habit through imitation and constant practice or habituation.
 Generally, behaviorist view children as an empty vessel or tabula rasa.
2. Constructivist Perspective
 Jean Piaget and Lev Vigostky are two of the most recognized constructivists,
which both are highly concerned with how children acquire and construct
meaning.
A. Cognitive Constructivism
 Its main proponent is Jean Piaget, the first psychologist to
make a systematic study of cognitive development (McLeod,
2018).
 Piaget argues that children are active learners who construct
meaning from their environment (Giron, Aguirre, Flojo,
Gutierrez, & Llagas, 2016).
 He presented four developmental stages:
1. Sensorimotor stage
2. Preoperational stage
3. Concrete operational stage
4. Formal operational stage
B. Sociocultural Constructivism
 Lev Vygostky, a Russian psychologist and philosopher, argue
that culture and social interaction of children plays a vital
part in language acquisition.
 Vygotsky explained that each individual has a zone of
proximal development (ZPD) which is referred to as the
gap between actual capacity and potential capability.
C. The Critical Period (CP) Hypothesis
 Eric Lenneberg argued that the development of
language in children can best be understood in the
context of developmental biology.
 It suggests that there is an ideal time span in which a
child acquires a language.
D. Innateness
 Noam Chomsky, world’s famous linguist, argues that a
child is born with a capacity to acquire a language
based from adult speech.
 Chomsky, through the Language Acquisition Device
(LAD) or Universal Grammar, suggests an idea of an
innate, biological grammatical category that enables
the complete development of children's languages and
the overall processing of adult languages.
3. Interactionists Perspective
 Albert Bandura's Social Learning Theory (SLT) argues that children, as
social beings, learn language by socializing with other children or
adults.
 Bandura proposes four phases of observational learning, namely:
attention phase, retention phase, reproduction phase and motivational
phase.
 Bandura proposes vicarious learning, a process through which children
learn from the reinforced behavior of others.
 Bandura also promotes self-regulated learning, a mechanism in which
children observe and analyze their own actions, and reinforce or
punish themselves.

B. Major Theories in Second Language Acquisition

1. Cummin’s Interdependence Hypothesis

 Jim Cummins illustrated that all languages have common underlying
proficiency (CUP) which indicate that language may have different
surface structures, but its deep structure is common.
 The knowledge and skills of the first language that the child
possesses can be extremely instrumental in developing the
corresponding skills in the second language (Vrooman, 2000).
2. Krashen’s Natural Approach Theory
 Dr. Stephen Krashen is the main proponent of this theory together
with Tracy Terrell.
 The Acquisition/Learning Hypothesis
 Krashen stated that language can be developed through
acquisition or learning.
 It argues that learners must be engaged in activities that are
context-based language exercises to enable them to
subconsciously use the target language.
 The Natural Order Hypothesis
 It explains that children acquire parts of a language or
grammatical structure in a predictable manner.
 The Input Hypothesis
 It explains that language learners acquire a language by
receiving comprehensible input.
 Krashen argues that children can acquire a language by
recognizing the information that goes beyond their current
level of competence.
 The Monitor Hypothesis
 Monitor is a conscious learning process that students
undertake.
 The Affective Filter Hypothesis
 It reflects the personal attitude of the learner as well as their
attitude about their environment.
 It argues that the children’s emotional state plays a vital role in
second language acquisition.

LEARNING EVALUATION
Teaching-Learning Activities
TLA 1: Group Sharing of Ideas: Buzzing Bees

Expected Output: Give opinions on the following issues on first and second language acquisition:
1. Mother Tongue Based-Multilingual Education on first and second language
acquisition
2. Effect of first and second language in a child’s ability to learn
3. The use of baby talk (am-am, dudu, pupu, yayay etc.)

Instruction: Three students will be chosen to give their insight about a topic. Sharing of insight should
not be more than 3 minutes.

TLA 2: Summarizing the Topic:

Expected Output: Summary of the lesson

Instruction: Two to three students will be asked to summarize the topics discussed in not more than
1 minute.
ASSESSMENTS
AT1. Google Form Online Quiz

Expected Output: Online Quiz

Instruction: Student visits the Google form “https://forms.gle/hyjUyVs4AQZnt1mu8” created in order

to take the quiz.

ASSIGNMENTS
Individual Activity

Expected Output: Reflection Paper

Instruction: Choose one language acquisition theory that was discussed, and write a reflection
paper in CERAE (Content, Experience, Reflection, Application and Evaluation) format about what you
have understood. Following the following guidelines:
 Font Style: Bookman Old Style
 Font Size: 12
 Paper Size: A4
 PDF format
RUBRICS FOR GRADING

TLA1: Buzzing Bees Rubric

CRITERIA 10 PTS 7 PTS 4 PTs GRADE

Content The insight given is meaningful and is The insight given is meaningful, but The insight given is somehow
connected to the topic. some idea is not related to the meaningful, but some idea does not
topic. relate to the topic.
Organization of All of the insight given is very clear, very Most insight given is clear, concise, Some insight given is somehow clear,
Ideas concise and easy to understand. and easy to understand. concise, and understandable.
Delivery Voice is audible and clear in sharing Voice is somehow audible and Voice is hardly heard, but
his/her idea. Also, the student shared somehow clear in sharing his/her pronunciation is clear. Also, the
his/her insight in not more than 3 idea. Also, the student shared student shared his/her insight in not
minutes. his/her insight in not more than 2 more than 1 minute.
minutes.
TOTAL SCORE

TLA2: Summarizing the Discussion

CRITERIA 5 PTS 3 PTS 1 PT GRADE

Content The student provided all the The student provided some The student did not provide
important information from the important information from enough important information
discussion. the discussion. from the discussion.
Organization of All of the ideas are orderly Some ideas are orderly The student did not put the
Ideas presented, and was easy to presented. However, it was a ideas into a logical order.
understand. little difficult to understand.
Delivery Voice is audible and clear in Voice is somehow audible and Voice is hardly heard, but
sharing his/her idea. somehow clear in sharing pronunciation is clear.
his/her idea.
TOTAL SCORE

Assignment: (retrieved from http://earlycollegeconference.org/wp-content/uploads/2014/12/Portfolio-

Rubric-for-Reflection.PRINT_.pdf)

REFERENCES

Foppoli, J. (n.d.). Language Acquisition vs Language Learning. Retrieved June 2020, from
https://www.eslbase.com/teaching/language-acquisition-vs-language-learning
Giron, P., Aguirre, R., Flojo, O., Gutierrez, M., & Llagas, A. (2016). Teaching and Learning
Languages and Multiliteracies: Responding to MTB-MLE Challenge. Metro Manila: Lorimar
Publishing, Inc.
Language Network for Quality Assurance (LanQua). (n.d.). Language Learning. Retrieved June 2020,
from LanQua: https://www.lanqua.eu/theme/language-learning/
Limacher-Riebold, U. (2017). The difference between acquiring a language and learning a language.
Retrieved June 2020, from Mutlilingual Families: http://uteslanguagelounge.com/the-
difference-between-acquiring-a-language-and-learning-a-
language/#:~:text=Linguists%20distinguish%20between%20language%20acquisition,are%20
unaware%20of%20grammatical%20rules.&text=Language%20learning%2C%20on%20the%
20other,
McLeod, S. (2018). Jean Piaget's Theory and Stages of Cognitive Development. Retrieved June 2020,
from Simply Psychology: https://www.simplypsychology.org/piaget.html
Princeton University. (2017). Motherese - The Sound of Baby Talk Across Languages. Retrieved June
2020, from Disabled World: https://www.disabled-
world.com/disability/children/motherese.php
Vrooman, M. (2000). The Linguistic Interdependence Hypothesis and the language development of
Yucatec Maya -Spanish bilingual children. Retrieved June 2020, from
https://scholarworks.umass.edu/dissertations/AAI9988850/#:~:text=The%20Linguistic%20Int
erdependence%20Hypothesis%20as,second%20language%20(L2)%20acquisition.

URLs:
http://earlycollegeconference.org/wp-content/uploads/2014/12/Portfolio-Rubric-for-
Reflection.PRINT_.pdf

Submitted by:

FE T. CANOY