In the natural process of language acquisition, students first develop basic communication skills in English. The focus is on fluency and learning to speak English in a social context with native speakers, which is why heterogeneous cooperative grouping is so important to the Natural Approach. According to Krashen, this method allows for effortless acquisition. Rather than getting caught up in grammar and the mechanics of language, non-native speakers learn by interacting with English-only models. This approach is most successful when there are two conditions:
- Comprehensible input is provided, which means messages are made understandable and meaningful to the learner via a variety of techniques.
- There is a low-affective filter, which means students are made to feel comfortable and there is little pressure to learn “it all” right now.
Here are some ways you can create a classroom environment that supports natural acquisition:
- Use visuals that reinforce spoken or written words.
- Employ gestures for added emphasis
- Adjust your speech: Speak slowly; enunciate; use longer natural pauses; repeat words or phrases; include shorter sentences, fewer pronouns, and simpler syntax.
- Exaggerate intonations at times.
- Stress high-frequency vocabulary words.
- Use fewer idioms and clarify the meaning of words or phrases in context.
- Stress participatory learning.
- Maintain a low anxiety level and be enthusiastic.
With these conditions in place, students can’t help but learn the language!
How ELD Is Taught
ELD consists of five proficiency levels: Beginning, early intermediate, intermediate, early advanced and advanced. The four domains of ELD are: Listening, speaking, reading, and writing. Students need to be instructed at their proficiency level for the different domains. It is crucial to understand that students progress through the levels of proficiency at different rates. Research has shown that it takes four to seven years to master advanced levels of fluency.
ELD focuses on four skill areas:
- Function: Functions are the purposes of communication. This includes social conversations, jokes, and inquiry.
- Form: This refers to the structure of the English language such as grammar, sentence structure, and syntax. These are used as building blocks.
- Fluency: Fluency is the ease in speaking the language. English language learners need ample amount of time just practicing speaking English in order to become fluent.
- Vocabulary: The development of a wide and varied vocabulary is essential. Research shows that English language learners should be taught key vocabulary, or brick words, prior to a lesson in order to assist them in their language development. For example, whatever concept you are teaching, it is recommended that you include vocabulary words that will make the content more comprehensible to the learner. A key ELD strategy is to provide comprehensible input for the English language learner by the use of visuals, realities, and gestures.
Language is a cognition that truly makes us human. Whereas other species do communicate with an innate ability to produce a limited number of meaningful vocalisations (e.g. bonobos), or even with partially learned systems (e.g. bird songs), there is no other species known to date that can express infinite ideas (sentences) with a limited set of symbols (speech sounds and words).
This ability is remarkable in itself. What makes it even more remarkable is that researchers are finding evidence for mastery of this complex skill in increasingly younger children. Infants as young as 12 months are reported to have sensitivity to the grammar needed to understand causative sentences (who did what to whom; e.g. the bunny pushed the frog (Rowland & Noble, 2010).
After more than 60 years of research into child language development, the mechanism that enables children to segment syllables and words out of the strings of sounds they hear, and to acquire grammar to understand and produce language is still quite an enigma.
One of the earliest scientific explanations of language acquisition was provided by Skinner(1957). As one of the pioneers of behaviorism, he accounted for language development by means of environmental influence.
Skinner argued that children learn language based on behaviorist reinforcement principles by associating words with meanings. Correct utterances are positively reinforced when the child realises the communicative value of words and phrases. For example, when the child says ‘milk’ and the mother will smile and give her some as a result, the child will find this outcome rewarding, enhancing the child’s language development (Ambridge & Lieven, 2011).
However, Skinner’s account was soon heavily criticised by Noam Chomsky, the world’s most famous linguist to date. In the spirit of cognitive revolution in the 1950’s, Chomsky argued that children will never acquire the tools needed for processing an infinite number of sentences if the language acquisition mechanism was dependent on language input alone.
Consequently, he proposed the theory of Universal Grammar: an idea of innate, biological grammatical categories, such as a noun category and a verb category that facilitate the entire language development in children and overall language processing in adults.
Universal Grammar is considered to contain all the grammatical information needed to combine these categories, e.g. noun and verb, into phrases. The child’s task is just to learn the words of her language (Ambridge & Lieven). For example, according to the Universal Grammar account, children instinctively know how to combine a noun (e.g. a boy) and a verb (to eat) into a meaningful, correct phrase (A boy eats).
This Chomskian (1965) approach to language acquisition has inspired hundreds of scholars to investigate the nature of these assumed grammatical categories and the research is still ongoing.
A decade or two later some psycholinguists began to question the existence of Universal Grammar. They argued that categories like noun and verb are biologically, evolutionarily and psychologically implausible and that the field called for an account that can explain for the acquisition process without innate categories.
Researchers started to suggest that instead of having a language-specific mechanism for language processing, children might utilise general cognitive and learning principles.
Whereas researchers approaching the language acquisition problem from the perspective of Universal Grammar argue for early full productivity, i.e. early adult-like knowledge of language, the opposing constructivist investigators argue for a more gradual developmental process. It is suggested that children are sensitive to patterns in language which enables the acquisition process.
An example of this gradual pattern learning is morphology acquisition. Morphemes are the smallest grammatical markers, or units, in language that alter words. In English, regular plurals are marked with an –s morpheme (e.g. dog+s). Similarly, English third singular verb forms (she eat+s, a boy kick+s) are marked with the –s morpheme. Children are considered to acquire their first instances of third singular forms as entire phrasal chunks (Daddy kicks, a girl eats, a dog barks) without the ability of teasing the finest grammatical components apart.
When the child hears a sufficient number of instances of a linguistic construction (i.e. the third singular verb form), she will detect patterns across the utterances she has heard. In this case, the repeated pattern is the –s marker in this particular verb form. As a result of many repetitions and examples of the –s marker in different verbs, the child will acquire sophisticated knowledge that, in English, verbs must be marked with an –s morpheme in the third singular form (Ambridge & Lieven, 2011; Pine, Conti-Ramsden, Joseph, Lieven & Serratrice, 2008; Theakson & Lieven, 2005). Approaching language acquisition from the perspective of general cognitive processing is an economical account of how children can learn their first language without an excessive biolinguistic mechanism.
However, finding a solid answer to the problem of language acquisition is far from being over. Our current understanding of the developmental process is still immature. Investigators of Universal Grammar are still trying to convince that language is a task too demanding to acquire without specific innate equipment, whereas the constructivist researchers are fiercely arguing for the importance of linguistic input.
The biggest questions, however, are yet unanswered. What is the exact process that transforms the child’s utterances into grammatically correct, adult-like speech? How much does the child need to be exposed to language to achieve the adult-like state?
What account can explain variation between languages and the language acquisition process in children acquiring very different languages to English? The mystery of language acquisition is granted to keep psychologists and linguists alike astonished a decade after decade.