







Teaching and Learning for pupils with English as an additional language Evidence Identifying the teaching context for EAL learners Developing language and literacy for EAL learners Resourcing the teaching of EAL learners |
Theories of additional language learningIt is generally accepted among researchers that a first language is ‘developed’ while a second or subsequent language is ‘acquired’. This would be different for children who are raised by parents with two languages and who develop full bilingualism in two languages from birth. However, for the majority of practitioners using this guide we assume that the pupils with whom they are working are acquiring English while at school. There are a number of different theories related to second language acquisition, and we acknowledge that there is some disagreement in this field. For the purposes of this guide we have identified some which we feel are helpful for practitioners to consider. How is additional language acquisition different from first language development?
Who are the key theorists in the field of additional language acquisition? Jim Cummins’ work is useful for teachers in classrooms. Cummins' (1979) ‘iceberg’ theory of language interdependence proposed that there are common mental processes underlying both first and additional language learning. Cummins (1999) also identified the two types of language that pupils need to acquire in order to access learning across the curriculum:
Stephen Krashen may also be useful for teachers. Krashen (1981) distinguishes two processes within additional language learning: acquisition and learning. Both are needed for pupils to develop fluency in their new language.
Robert Gardner reported on a range of studies that identify the crucial role of motivation in additional language acquisition. Masgoret and Gardner (2003) summarised this work as showing that there are key dispositional features influencing success and these are: desire to integrate; attitude to the learning situation; motivation to learn the language; language anxiety; other individual differences. For a comprehensive and highly regarded review of additional language theory and practice see Colin Baker’s Foundations of Bilingual Education and Bilingualism. |
Original guide sponsored by the University of Winchester, this revision sponsored by The University of Reading and Hampshire EMTAS.