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The document outlines the foundations of Second Language Acquisition (SLA) and Foreign Language Learning (FLL), highlighting the differences between the two processes. It discusses the historical context of English language education in Europe and specifically in Spain, emphasizing the evolution of teaching methods and the importance of English in a globalized world. Additionally, it covers current educational practices in Spain, including bilingual and immersion programs, and the socio-cultural, bibliographic, and methodological components influencing language learning.

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8 views18 pages

Unit 1 RIGHT Right

The document outlines the foundations of Second Language Acquisition (SLA) and Foreign Language Learning (FLL), highlighting the differences between the two processes. It discusses the historical context of English language education in Europe and specifically in Spain, emphasizing the evolution of teaching methods and the importance of English in a globalized world. Additionally, it covers current educational practices in Spain, including bilingual and immersion programs, and the socio-cultural, bibliographic, and methodological components influencing language learning.

Uploaded by

doryscumbe
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PPT, PDF, TXT or read online on Scribd
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Second Language Acquisition: Foundations

MA in English as a Foreign Language


Prof. Sidoní López Pérez

Unit 1
Today’s Contents

Unit 1: Foundations for Second Language


Acquisition and Learning

1.2. Introduction
1.3. Development of English Language Learning in Europe
1.4. English Language Learning Context in Spain
1.5. Differences between FLL & SLA

Second Language Acquisition – Sidoní López Pérez


Unit 1

DIFFERENCE BETWEEN LEARNING AND ACQUISITION

Learning is the act of a conscious process of formal


instruction to learn about the process ‘about’ the language,
for example, knowledge of grammar rules.

Acquisition is picking up the language, this is an unconscious


process in which the emphasis is on engaging in meaningful
communication (Shütz, 2019).

Second Language Acquisition – Sidoní López Pérez


Unit 1

SUMMING UP…….

Learning can be understood as the conscious


study of a language.

Acquisition can be understood as the natural


picking up a language through exposure.

Second Language Acquisition – Sidoní López Pérez


Unit 1

HISTORY OF ENGLISH EDUCATION IN EUROPE

In the 19th century, German and French were the two languages
which were taught in schools.

In the 1920s, the Germans started to teach English in schools and
leave French behind.

After the World War II, most central European countries began to
implement English as their main second language in schools.

Second Language Acquisition – Sidoní López Pérez


Unit 1

 NOWADAYS in all European Union countries English is rapidly being


taught to young school children to equip them with the language tools they
will need for a more globalized world:
 EFL (English as a Foreign Language): at schools and universities.
 EMI (English Medium Instruction): more used at tertiary level.
 CLIL (Content and Language Integrated Learning): more used at school
level.

According to Truchot (2002), the logic for doing this was:


 To open the doors to wider student body.
 To persuade students not to just think of American or British
institutions when it comes to reputable universities students can
attend.

Second Language Acquisition – Sidoní López Pérez


Unit 1

The Bologna Process

•Created by the European Union in 1999.

•An intergovernmental higher education reform process that includes 48


European countries and a number of European organisations, including EUA
(European University Association).

•Main purposes:
 To enhance the quality and recognition of European higher education
systems.
 To improve the conditions for exchange and collaboration within Europe,
as well as internationally.

•Different goals:
 Three-cycle degree structure (bachelor’s, master’s, doctor’s).
 The European Credits Transfer and Accumulation System (ECTS)

Second Language Acquisition – Sidoní López Pérez


Unit 1
ENGLISH LANGUAGE LEARNING CONTEXT IN SPAIN

There are three aspects to take into consideration when looking at the
Spanish context (Rouco, 2002):

I. The socio-cultural component: includes the educational and historical


component.

II.The bibliographical component: includes the materials used to teach


foreign languages.

III. The methodological component: how foreign languages were taught and
learnt as opposed to how they are taught today.

Second Language Acquisition – Sidoní López Pérez 8


Unit 1

THE SOCIO-CULTURAL COMPONENT

In the 19th and 20th centuries, learning English was considered a luxury
that only the select few could afford.

 As a consequence of globalisation, foreign languages became even more


important. (English as a lingua franca).

Foreign language learning had to be promoted which, in turn, led to the


creation of language academies, conversation assistants, language exchanges,
etc.

Second Language Acquisition – Sidoní López Pérez 9


Unit 1

THE BIBLIOGRAPHIC COMPONENT

It makes reference to the materials to be used for language learning and
teaching.
The first materials paid little attention to communication and fluency and
focused too much on grammar, vocabulary and translations.

THE METHODOLOGICAL COMPONENT

In Spain, in the 19th century, most students learned languages through the
Grammar-Translation Method, followed by the Direct Method. (See UNIT 4).

Second Language Acquisition – Sidoní López Pérez 10


Unit 1
ENGLISH LANGUAGE TEACHING IN SPAIN NOWADAYS

BILINGUAL EDUCATION
•Spain now has included bilingual education in what were once monolingual autonomous
communities (Madrid, Extremadura and Andalucía, to name a few).

MULTILINGUAL EDUCATION
•Regions with their official regional language: Galicia, Catalonia, The Basque Country.

Second Language Acquisition – Sidoní López Pérez


Unit 1
ENGLISH LANGUAGE TEACHING IN SPAIN NOWADAYS

IMMERSION LANGUAGE LEARNING


•Students are exposed to the L2 in the classroom for 80-100% of the school day, every day:
 Students who are sent to a school in Spain that is taught all in English (e.g. the American School of
Madrid, which uses the American Education system in the school).

CLIL (CONTENT AND LANGUAGE INTEGRATED LEARNING)


•CLIL is a way to teach content courses through the English language:
– Science, Arts and Crafts, and Physical Education (in Primary Education).
– Physics or Geology (in Secondary education)

Second Language Acquisition – Sidoní López Pérez


Unit 1
Differences between SLA & FLL

SLA (Second Language Acquisition)


Defined as a “process of an individual learning another language after
the native language has been learned” (Gass & Selinker, 2008):
The native language is referred to as L1.
The second language is referred to as L2.

Refers to learning a language inside and outside of a classroom,


learners are not only exposed to the language within the school
context (this is what happens in countries such as The Netherlands).

Second Language Acquisition – Sidoní López Pérez


Unit 1
Differences between SLA & FLL

SLA
 In Spain, SLA takes place in the following contexts:

 Students learning Catalan and Spanish in schools and outside


of schools, in Catalonia.

 Students learning Galego and Spanish in schools and outside of


schools, in Galicia.

 Students learning Euskara and Spanish in schools and outside


of schools, in Basque Country.

Second Language Acquisition – Sidoní López Pérez


Unit 1
Differences between SLA & FLL

FLL (Foreign Language Learning)


It refers to an individual learning another language in the
environment of the person’s native language (Spanish speakers
learning English in Spain):

 This is what we do in Spain, that is, in Spain English is taught


and learned as a Foreign Language (EFL).

It is a second language, which is learned because of schooling in


(the context of a classroom or an academy).

Second Language Acquisition – Sidoní López Pérez


Practice!!!
 Answer and discuss the following questions after watching the video:
1. Why do we say that language acquisition is a natural and subconscious process?
2. Do you think we need to teach our children the first language (L1)? Justify your answer.
3. Is language learning a conscious process? Why or why not?
4. When learning, learners usually have a basic knowledge of grammar? True or False?
5. Language acquisition and language learning are processed in the same way in the brain? True or False?
6. What are the two brain areas involved in acquisition and learning?

Second Language Acquisition – Sidoní López Pérez


Practice!!!

Language Acquisition and Language Learning

https://www.youtube.com/watch?v=V--eu2d10Cg&ab_channel=Ute%27sInternationalLounge

Second Language Acquisition – Sidoní López Pérez


You did it

Thanks for coming!!! Keep up the good work!!!

Second Language Acquisition – Sidoní López Pérez

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