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Current Theories of Language Development
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Cummins Theory of Bilingualism and Cognition
Cummins believes that bilingualism gives learners an advantage in the classroom. "...knowledge of the first language provides a firm foundation for second-language acquisition" (Diaz-Rico, L.T. & Week, K.Z., 2010). Cummins believes that once fundamentals are learned in a learner's primary language, the fundamentals of their second language will be acquired more easily.
Diaz-Rico, L. T., & Weed, K. Z. (2010). The crosscultural, language, and academic development handbook: A complete K–12 reference guide (4th ed.). Boston, MA: Pearson/Allyn and Bacon.
Discourse Theory
Krashen's Monitor Model
The discourse theory relies heavily on the importance of face to face interactions when acquiring a second language. When having conversations, discourse theorist believe that learners use "...knowledge about the second language, competence in their native language, ability to use the functions of language and their general world knowledge" (Diaz-Rico, L.T. & Week, K.Z., 2010).
Diaz-Rico, L. T., & Weed, K. Z. (2010). The crosscultural, language, and academic development handbook: A complete K–12 reference guide (4th ed.). Boston, MA: Pearson/Allyn and Bacon.
Krashen's model is based on the theory that second languages are acquired "in a predictable order". Krashen's model is understood through five hypotheses.
1. The acquisition learning hypothesis that defines learning as "formal knowledge about the rules of a language" and acquisition as "an unconscious process that occurs when language is used for real communication" (Diaz-Rico, L.T. & Week, K.Z., 2010).
2. The natural order hypothesis states that "...there appears to be a natural order of acquisition of English morphemes" (Diaz-Rico, L.T. & Week, K.Z., 2010).
3. The monitor hypothesis is used by learners to help detect when they make an error when using language to communicate.
4. The input hypothesis discusses how language is acquired when the learner understands the messages being communicated. Therefore, messages have to be communicated in a simplified way.
5. The affective filter hypothesis discusses how a positive and encouraging environment will promote better learning and proficiency for students.
Diaz-Rico, L. T., & Weed, K. Z. (2010). The crosscultural, language, and academic development handbook: A complete K–12 reference guide (4th ed.). Boston, MA: Pearson/Allyn and Bacon.
Current Theories of Language Development
Krashen's Monitor Model
Cummins Theory of Bilingualism and Cognition
Discourse Theory
Stages of Oral Development
Instructional Strategies
When developing language, students go through the following learning stages:
1. Phonemic Awareness- understanding letter sounds and how they combine together to form words
2. Phonics-understanding of the sounds that each letter makes and how they correspond to each other
3. Fluency-the ability to read a text correctly and quickly while comprehending what the text is saying
4. Vocabulary-words that we hear and comprehend their meaning, words that we speak with, words that we read and words that we use when writing
5. Comprehension-understanding of text that is read and the ability to effectively communicate what was read to others
Algozzine, R., O’Shea, D. J., & Obiakor, F. E. [Eds.]. (2009). Culturally responsive literacy instruction. Thousand Oaks, CA: Corwin Press.
The following strategies can be used to incorporate culturally diverse literature during oral language development.
*Semiotics can be used by giving students cultural materials in forms such as music videos, brochures and songs to examine ways of communicating using both verbal and noverbal means. Students can then create their own cultural materials in forms such as collages, poems and journals to express their ideas and values.
*Learners can use peer to peer interactions to learn about each others culture and lifestyle. This can be done in various forms but one creative way is to have students interview each other on topics such as favorite hobbies, favorite foods, favorite books, etc.
*For younger learners, movement can be used to represent to imitate phonemes within cultural books and songs.
Diaz-Rico, L. T., & Weed, K. Z. (2010). The crosscultural, language, and academic development handbook: A complete K–12 reference guide (4th ed.). Boston, MA: Pearson/Allyn and Bacon.