Upon completion of this Assignment, students will be able to learn the highlighted. 1. Identify basic theoretical issues related to second language acquisition and bilingualism in childhood within a social and cultural context that inhibits or supports multilingual abilities. Recognize the social, emotional, and cognitive benefits of bilingualism. 2. Collect or select a speech sample; transcribe, code and analyze a speech sample produced by children learning English as a second language or two languages simultaneously in childhood. Students in this course will apply the concepts of this course to one child’s speech. 3. Describe the stages of learning a second language or two languages in childhood and differentiate between the psychological, socio-cultural and linguistic factors that influence such learning. 4. Assess the degree of second language learning and be introduced to concepts related to language delays in bilingual children. 5. Utilize effective APA writing and oral presentation skills to present findings of research case study on one child acquiring a second language. Instructions for Assignment 2: 1. Assignment 2 = 15 points – Simultaneous and Sequential Bilingual Acquisition 2. APA Format 1. Introduction: Define Sequential Bilingual Language Acquisition and Simultaneous Bilingual Language Acquisition. Describe the characteristics of each group and the key concepts that distinguish bilingual learners who are simultaneous or who are sequential. Describe the heterogenous population of English Learners in California or in the United States and 2. Compare and contrast, describe, provide statistics if available, about Simultaneous language acquisition and Sequential Language Acquisition. Include the key concepts and terminology of Sequential and Simultaneous learners. 3. What do the theorists say about simultaneous or sequential bilingual learning? 4. What does the research say about Sequential and Simultaneous Bilingual acquisition? Utilize 3 to 5 Research articles and resources to support discussion and description of these terms. Provide examples from the transcript of the recorded speech and cite utterances ; For example, if you make a statement like “the child appears to be experiencing attrition”, then you must tell the specific number of an utterance to demonstrate your point as well as research to demonstrate or describe Attrition. 3. Conclusion: 1 paragraph summary. Key Terms and Concepts that might be included in a paper: Attrition; passive bilingualism; domains of language (ie Listening; Speaking; Reading; Writing) Code Switching; Cognitive Academic Language Proficiency (CALP) Basic Inter-Communicative Skills (BICS); Interdependent Hypothesis; Transfer; Transfer influence (transfer error) Translanguaging; Underlying Proficiency; Surface features of a language; Common Underlying Proficiency; And any other terms from Weeks 1 – 7
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