Implementing Language Acquisition and Learning in Classroom - Example

Name Instructor Institution Date Abstract It is surprising that despite revolutionised researches on language acquisition and learning in classroom setup, teachers and students still grapple with the whole process. For instance, Stephen (2002) comprehensively discusses process of language acquisition and how teachers influence the process. It has become common trend that teachers and learners do not get much out of the comprehensively researched materials. With this at stake, the article written by (Carrigan, 2009) may be one of those that fall in deaf ears if its relevance to teacher education on language acquisition is not made understood. The article explicitly discusses the process of second language acquisition which if accompanied by other research works related to this work; education process on language learning will be a notch higher. Based on this belief, the intention of this paper is to consider usefulness of this article in relationship to education process. In so doing, extensive research materials will be compared and contrasted so as to anchor the argument. Introduction Even though Carrigan focuses only on career, necessity of learning second language goes overboard. Research findings such as that of Mitchell and Myles (1998) focus on two key issues; importance of second language acquisition, which is hugely mentioned by Carrigan as well as factors which influences acquisition of second language. Carrigan for example discusses principles such as accuracy vs fluency, language in before language out and authentic materials. Just like Mitchell and Myles agree, these principles have been pinnacle in the process of making learners understand the process of acquiring language. Carrigan also discusses factors hindering second language learning process but fails to examine some of the best practices which can be put in place to overcome these challenges. This paper aims at discussing the Carrigan’s findings with an aim of analysing his finding giving views and recommendation on the best ways second language can be learned. Discussion and Analysis During early stages of life, Carrigan associates language with subconscious process. During this stage, children are unaware of rules governing such language or reasons behind such arrangements of words. However, such children tend to associate words and actions and they feel that word structure is somehow right or wrong when they are speaking. To realise this, Carrigan explains that there must be some kind of natural source of communication from learners. (Dore, 2005) highlights significance of language learning as subconscious process and how such benefits teachers in classroom. While Carrigan and Dore believe that this knowledge helps teachers to adopt impulsive approach, Diller (1999) and Stephen on the other hand suggest that acquisition of language should majorly be based on the text of communication contrary to form. Such also mention that education process should adopt unconscious method. Carrigan also expresses his view that learning a language is based on the set rules and principles of the particular language; contrary to acquisition which is subconscious. Learning is conscious and deliberate as the learner or an individual will try to communicate as per the rules and the instructions given. This approach has proved effective in language learning according to Carrigan. Other research as that of Hakuta (2005) proposes this approach of learning as one that includes essential tenets needed in education process. Catherin argues that language learning should be designed in a manner that it is less relaxed, encourages more participation and involvement. Hakuta adds the aspect of totality to what Catherin and Carrigan explain. Totality helps instructors to comprehend what they are learning. This idea of comprehending the subject in totality is very crucial in education process as it makes learners not only aware of what they are learning but able to produce it without difficulty. Carrigan also suggests that materials used in teaching a language also play a very important role in the language being produced. Hakuta concretises this assertion saying that it is the material used in marking a substance which will determine its quality. In modern classroom education process, this idea of materials used by the instructors is very important in ensuring that the right content is passed to the learners. Materials like graphs, pictorials and maps help in increasing memory and comprehensibility of the learners hence should be adopted in classroom learning. Developing task based teaching method where the instructors follow the needs of the learner has been also applauded by Mason (200), Hanania and Gradman (1998) and Henzl (2000). Just like Carrigan, their findings argue that task based teaching not only equip students with the theoretical skills but also practical skills which make education process to be all inclusive. While researching on critical period hypothesis which hold that the initial language acquisition should occur earlier than cerebral lateralisation stage, Catherine agrees with the above claim. She says that second language learning will be faster if it is task based and takes place earlier or during puberty stage. This theory is very important in education process as it will help the education stakeholders like parents in ensuring that children are taken to school at the right time and given the right skills at their age. According to P and P theory as argued by Hanania and Gradman, all children between the ages of 0-9 years are in a position to learn all the principles that are universal to every language (Universal Grammar). Therefore, to learn any particular language, all they have to do is to learn the parametric and the vocabulary settings of that language. Equally, within another linguistic theory Hanania and Gradman term as “optimality theory” (p.23), universal constraints and principles operate in all languages, and languages are differentiated merely in the ranking of these particular principles and constraints. This is enough to point out to everyone and teachers in particular that children can be anything and everything we want them to be as they have that natural ability of learning what is given to them at early age despite its complexity. In as much, there are some instances where views held by Carrigan are considered differently when viewed from the perspective of its usefulness to the education process. For instance, Carrigan holds that within school set up, there is a tendency that a learner will be able to comprehend a language before s/he is able to acquire the ability to produce that language. From humble understanding, Carrigan reminds education fraternity that when a learner takes the habit of reading as a pleasure and in the process focus on its understanding, then that learner will have high level of language processing inputs. And with this, the author tries to remind education process through this view that a language a learner absorbs first tends to be more readily processed if there is focus and interest in doing so. However, this idea contrasts with what Ellis (2008) believes regarding the fact that a learner must be able to comprehend a language before s/he can be able to acquire the ability to produce the same language. Though Ellis supports that reading with pleasure and focus can speed the process of language acquisition, education process must appreciate age factor when applying this concept. Ellis believes in age factor and says that focus and interest has something to do with age. In her article Key Principles of Language Learning and Teaching, she understands that driving force to acquire language is divided based on age. She says that averagely, children who get exposed to the targeted second language learn faster than adults. Therefore the mentioned idea by Carrigan becomes practical and compelling to education system age factor is considered to be a force. Carrigan also mentions authenticity of materials learners use in classroom in the process of acquiring language. Carrigan believes that authentic materials should be realistic and plausible of native the language the learner targets. On the other hand, Mitchell and Myles (1998) in their article, Form-Focused Instruction and Second Language Learning concur with Carrigan but add that there is need for such model not to force early production in second language acquisition but rather should allow students to produce when they are ready. Therefore to achieve this, education process is therefore reminded through these two articles that the authentic materials the Carrigan is talking about should be simplified in order to make learners comprehend the authenticity of the material. Conclusion In summary Carrigan gives a good hint on language learning and acquisition which should be used in education process and learning to help in achieving good result. Important things to note include; age factor which is very crucial in learning and education process, material used in education process and methodology used in administering the material to the learners. References Carrigan, R. P. (2009), Implementing Language Acquisition in Classroom. The Journal of Adventist Education. Diller, K. (1999) (Ed.) Individual Differences and Universals in Language Learning Aptitude. Rowley, Ma.: Newbury House. Dore, J. (2005) "A developmental theory of speech act production." Transactions of the New York Academy of Science. New York. Ellis, R. (ed.) (2001). Form-Focused Instruction and Second Language Learning. Malden, MA: Blackwell, p. 20. Hakuta, K. (2005) "A preliminary report on the development of grammatical morphemes in a Japanese girl learning English as a second language." Working Papers on Bilingualism 3: 18-43. Hanania, E. and H. Gradman (1998) "Acquisition of English structures: a case study of an adult native speaker in an English-speaking environment." Language Learning 27: 75-92. Henzl, V. (2000) "Linguistic register of foreign language instruction." Language Learning 23: 207-222. Mason, C. (2000) "The relevance of intensive training in English as a foreign language for university students." Language Learning 21: 197-204. Mitchell, R. and Myles F. (1998). Second Language Learning Theories. London: Arnold. Stephen, D. (2002). Second Language Acquisition and Second Language Learning.  Prentice- Hall International. Read More