Educating Language Minority Students and Affirming Their Equal Rights: Research and Practical Perspectives is described as “one researchers journey as an experimental psycholinguist through changes in practice and policy in the education of English language learners in the Unites States from the 1970s to the present day. The development of key debates on issues such as bilingualism, language of instruction, and the inclusion of English language learners in reform movements are described from the perspective of a researcher”.
This paper reviews key points from the article to show how it relates to our current studies of chapter eleven, Later Language Acquisition. It also describes how hard it is to acquire a new language, the author, who is also bilingual, has experience at Second Language Acquisition. Our textbook explains that “Second Language Acquisition or Sequential Bilingualism”, which is to acquire a second language after already acquiring a native language (Carroll, 2008. Pg. 310).
His career started as “an experimental psycholinguist, conducting studies of first and second language acquisition, focusing on the comparison of languages (Hakuta, 2011, pg. 63).
He stated “that for these students the same treatment did not constitute equal treatment and that school’s bore an affirmative obligation to address both the language and curricular needs of the students” (Hakuta, 2011, pg. 163).
Hakuta also did many studies over the acquisition of a second language.
He explained if you’re not socially inclined or of a scholarly position in society, being bilingual is shunned upon by society. One major problem that this brings for LEP Students is field of education is that “Good Bilingual education is a difficult thing to mount because of the shortage of bilingual teachers. You cannot have bilingual programs staffed by teachers taking Spanish classes at night any more than you can have planes piloted by crews who are learning navigation during their off-duty hours”
The Term Paper on Second Language Acquisition
According to Swain, … producing the target language may be the trigger that forces the learner to pay attention to the means of expression needed in order to successfully convey his or her own intended meaning. (Swain 1985: 249) In Swain’s view, learners need not only input, but output: they need to use language in order to learn it. Krashen, however, as recently as 2009, stated that: ...
