AFFECT OF THE CONTEXT
ACQUISITION ON BILINGUALISM
What is “Context of Acquisition”?
In this scenario context refers to the
environments or the way in which the child
experiences or obtains the languages.
◦ Environment:
home, school, community gatherings an many more
◦ Way:
Emotions, formality and social setting.
(Spira, Grossman & Wolff-Bensdorf, 2002)
Why does the context matter?
Itmanipulates the form in which the pupils attain or
uses the language.
◦ For instance, if the individual learns L2 formally in school, the
probability of them using it only during formal settings and in a
formal way is higher in comparison to using it in their everyday
life. (De Groot & Van Hell, 2005)
◦ Similarly the individual would not use slangs, curse words
familiar to natives unless taught in school. (Dewaele, 2004)
Why does the context matter?
It manipulates the way individual expresses the
language. (Brase & Mani, 2017)
◦ It can affect the emotional valance of the speaker.
◦ If exposed to an active speaker or situation when attaining the
language, the individual would pick up more expressive
gestures and language features in their use of the language.
Example
(Research Proof)
6
Article : The Role of Language Context in Second
Language Acquisition.
Teresa Pica (University of Pennsylvania)
“The practice of linguistic and sociolinguistic rules and
patterns, accompanied by teacher feedback on student
Examples performance, which occurs in classrooms, but not in
naturalistic settings may affect the way in which a
:- second language is acquired. Developmental sequences
and lingual-cognitive processes of SLA, therefore, may
be different for instructed acquires compared with their
naturalistic counterparts.”
7
Article : Learning Context and It’s Effects on Second
Language Acquisition
Joseph Collentine (Nouthern Arizona University)
Barbara F. Freed (Carnegie Mellom University)
“Numerous challenges remain in attempting to
Examples understand the influence of context of learning on
SLA+One of the most salient is the need to balance
:- empirical findings with long-held assumptions and
occasional findings by respected colleagues about the
benefits of the SA context when compared to other
contexts of learning”
MICROSOCIAL
FACTORS
Variation in Language Learner:
These are multiple linguistic forms which are systematically or
predictably used by different speakers of a language, or by the
same speakers at different times, with the same (or very
similar) meaning or function. They occur at every linguistic
level; they include both standard (“correct”) and nonstandard
options; and they are characteristic of all natural language
production, whether L1 or L2.
MICROSOCIAL
FACTORS
Communicative Contexts
linguistic contexts elements of language form and function
associated with variable element.
psychological contexts factors associated with the amount of attention
which is being given to language form during
production, the level of automaticity versus
control in processing, or the intellectual demands
of a particular task.
microsocial contexts features of setting/situation and interaction which
relate to communicative events within which
language is being produced, interpreted and
negotiated.
MICROSOCIAL
FACTORS
Input & Interaction
Social approaches also consider the nature and role of
interaction in acquisition, and ways in which it helpful - and
perhaps necessary - for the development of advanced levels
of L2 proficiency.
language adressed by L1 speakers to L2 learners frequently
differs in systematic ways from language addressed to native
or very fluent speakers
MACROSOCIAL
FACTORS
Ecological context of SLA
Global and national status of L1 and L2
Boundaries and identities
Institutional forces and constraints
Social categories
Circumstances of learning.
Boundaries & Identities
Global and national status of L1 and L2 Social boundaries that are relevant to SLA
may coincide with national borders, but they
At a global and national level, influences also exist within and across them as they
on SLA involve the power and status of function to unify speakers as members of a
learners’ native and target languages, language community and to exclude outsiders
whether overtly stated in official policies or from membership; influences on SLA at this
covertly realized in cultural values and level often involve the relationship between
practices. native and target language groups, as well as
the openness and permeability of community
boundaries.
ecological context
Circumstances of learning
Institutional forces & constraints
Finally, circumstances of learning can
Within nations, institutional forces and
influence SLA, such as learners’ prior
constraints often affect the use and
educational experiences, whether the L2
knowledge of L2 in relation to such things
learning process is informal or formal,
as social control, political and religious
and (if formal) the type of educational
practices, and economic and educational
model learners have access to and the
opportunities.
pedagogical orientation of their teachers
and administrators.
ecological context
Age, gender, and ethnicity are factors of social group membership which
social categories may potentially be relevant to SLA.
“the study of SLA within and across various contexts of learning forces a broadening of our perspective of
the different variables that affect and impede acquisition in general” (Collentine & Freed 2004: 157)
enriches our learners contributes to social
intellectually, cohesiveness through
educationally and 01 03 better communication and
culturally understanding
01
enables our learners to further develops the
existing linguistic and
communicate across
cultures
02 04 cultural resources in our
community
benefits of context in SLA
References
Brase, J., & Mani, N. (2017). Effects of learning context on the acquisition and processing of
emotional words in bilinguals. Emotion, 17(4), 628.
Collentine, Joseph G. & Barbara F. Freed. (2004). Learning context and its effects on second
language acquisition: introduction. Studies in second language acquisition 26(02). 153–171.
De Groot, A. M., & Van Hell, J. G. (2005). The learning of foreign language vocabulary. Handbook
of bilingualism: Psycholinguistic approaches, 9-29.
Dewaele, J. M. (2004). The emotional force of swearwords and taboo words in the speech of
multilinguals. Journal of multilingual and multicultural development, 25(2-3), 204-222.
Spira, M.K., Grossman, S.F., & Wolff-Bensdorf, J. (2002). Voice and identity in a
bicultural/bilingual environment. Child and Adolescent Social Work Journal, 19, 115-138.
THANKS