‘A tree must be bent while it is young.’ (Proverb)
Proverbs usually have an element of truth. The German speakers will certainly also know the German equivalent ‘Was Hänschen nicht lernt, lernt Hans nimmermehr.’ Do these proverbs also apply to the acquisition of a second language? Are young learners trees that ‘must be bent’ before they are too old to reach a certain language proficiency?
In first and second language research, the concept of a ‘critical period’ respectively of a ‘sensitive period’ was developed to explain probable advantages of children in the process of language acquisition. The aim of this term paper is to find out whether there is a sensitive period for second language learning and to explore possible explanatory approaches.
Within this research, the ‘Critical Period Hypothesis’ (CPH) represents the major focus. According to this hypothesis, “there is a period during which language acquisition is easy and complete (i.e. native-speaker ability is achieved) and beyond which it is difficult and typically incomplete” (ELLIS, 1997: 67). This means, it is assumed that language learners must begin at an early age to learn a language in order to reach native-like proficiency.
Generally, empirical data from course books, handbook articles and journal articles as well as commentaries by different authors are used in order to follow the research question up. First, a framework concerning the origins of the idea of a sensitive period from first language acquisition, and the clarification of particular terms will be created. Then, the distinction between possible advantages of young learners in natural as well as instructional settings will be of interest.
The findings on a critical or sensitive period have also found their ways into the pedagogical practice. It is obvious that especially bilingual kindergartens, that promote an early start in language learning in general, will somehow refer to the idea of a sensitive period in second language acquisition. Therefore, the second part of this term paper will present an analysis of pedagogical concepts of these kinds of day care institutions with respect to the integration of this idea. Website information of different bilingual kindergartens will serve as sources.
Table of Contents
1 Introduction
2 The origins of the notion of a sensitive period in second language acquisition
3 Selected studies on the Critical and Sensitive Period Hypothesis In second language acquisition
3.1 Delimitation of terms
3.1.1 Critical versus sensitive period
3.1.2 Initial learning rate versus ultimate attainment
3.2 The sensitive period in natural settings
3.2.1 Empirical results
3.2.2 Explanatory approaches
3.3 The sensitive period in instructional settings
4 The notion of a sensitive period in pedagogical concepts of bilingual kindergartens
4.1 Method
4.2 Results of the Analysis
5 Conclusion
Research Objectives and Topics
This paper examines the validity of the "sensitive period" hypothesis in the context of second language acquisition. It investigates whether early age is a decisive factor for achieving high proficiency in a second language and analyzes how this concept is referenced and implemented within the pedagogical frameworks of bilingual kindergartens in Germany.
- The theoretical foundations and origins of the Critical Period Hypothesis (CPH).
- Distinctions between initial learning rates and ultimate attainment in language learners.
- The influence of biological, cognitive, and social-psychological factors on second language acquisition.
- Comparing findings from naturalistic settings versus instructional/classroom settings.
- Analysis of self-presentation materials from German bilingual preschools and kindergartens.
Excerpt from the Book
3.1.2 Initial learning rate versus ultimate attainment
When researchers examine language competences of younger and older language learners assigning the term ‘better’ to one particular group, it is necessary to distinguish between two aspects. On the one hand, the assessment of ‘better’ results can refer to the rate of learning. On the other hand, the ultimate attainment can be of interest with regard to its approximation to native-like language proficiency (cf. DIMROTH, 2007: 115f).
Overall, different studies have shown that older learners, adults as well as older children, acquire a second language (L2) faster in the first phase of the acquisition process. Young children are slower first, but finally reach a higher level of proficiency than the older ones. However, these advantages of older respectively younger learners might apply to particular aspects of a language (cf. AGULLÓ, 2006: 367; HYLTENSTAM, ABRAHAMSSON, 2003: 545f; MUNOZ, 2006: 2f).
It is assumed that older learners use their capacities for explicit learning and analytical thinking which young children lack. Consequently, older learners achieve better results particularly in L2 syntax, morphology and other literacy-related skills in the first stage. In contrast, younger learners make use of implicit mechanisms developing more native-like intuition. Language aspects which are not concerned with cognitive dimensions and academic skills, such as oral fluency and accent, are better mastered by young children (cf. MUNOZ, 2006: 6, 10f; SAVILLE-TROIKE, 2007: 84).
In most of the studies on a sensitive period in second language acquisition, the focus is on the ultimate language proficiency of younger and older language learners.
Summary of Chapters
1 Introduction: This chapter introduces the research topic and establishes the central focus on the Critical Period Hypothesis as a means to explain language acquisition advantages in children.
2 The origins of the notion of a sensitive period in second language acquisition: This section explores the neuroscientific and linguistic origins of the critical period concept, specifically referencing Lenneberg's studies on brain lateralization and aphasia.
3 Selected studies on the Critical and Sensitive Period Hypothesis in second language acquisition: This chapter provides an in-depth review of terminology, empirical evidence from natural and instructional settings, and explanatory factors influencing language proficiency.
4 The notion of a sensitive period in pedagogical concepts of bilingual kindergartens: This part details the methodological approach and results of an analysis of 41 German bilingual kindergartens, examining how they justify their programs using the sensitive period concept.
5 Conclusion: The final chapter summarizes the findings, confirming that while a sensitive period exists, it is more gradual than "critical," and notes the discrepancy between findings in natural vs. classroom settings.
Keywords
Second Language Acquisition, Sensitive Period Hypothesis, Critical Period Hypothesis, Age of Onset, Ultimate Attainment, Brain Lateralization, Implicit Learning, Explicit Learning, Bilingual Kindergartens, Immersion Programmes, Language Proficiency, Maturational Constraints, Initial Learning Rate, Pedagogical Concepts, Language Input.
Frequently Asked Questions
What is the core focus of this research paper?
The paper investigates whether there is a scientifically supported "sensitive period" for learning a second language and explores how this concept is utilized as a marketing or pedagogical argument by bilingual kindergartens.
What are the primary thematic fields covered?
The research bridges theoretical linguistics and neurobiology with practical pedagogical application, focusing on developmental constraints, learning mechanisms, and institutional language instruction.
What is the main research question?
The central question is whether a sensitive period for second language acquisition exists and how this influences the design of bilingual pedagogical concepts for young children.
Which scientific methods were employed?
The work utilizes a literature review of empirical studies and a qualitative analysis of pedagogical concept descriptions obtained from the websites of 41 German bilingual daycare institutions.
What does the main body of the work address?
It covers the historical development of the hypothesis, a distinction between learning rates and ultimate proficiency, an evaluation of naturalistic vs. instructional settings, and an empirical analysis of preschool concepts.
Which keywords best characterize this research?
Key terms include Second Language Acquisition, Sensitive Period, Critical Period Hypothesis, Implicit/Explicit learning, and Bilingualism in early childhood.
Are there significant differences between language learning in children and adults?
Yes, the text suggests that adults often learn faster initially due to analytical cognitive skills, whereas children possess a higher capacity for implicit learning, leading to better long-term "ultimate attainment," especially in accent and fluency.
How do bilingual kindergartens refer to the sensitive period in their concepts?
Nearly half of the examined kindergartens incorporate the idea of a sensitive period. They often use general references to "latest scientific findings" to justify their early-immersion approach, though they rarely cite specific empirical studies.
Does the author support the idea that early start guarantees native-like results?
The author concludes that while young learners have certain advantages, the "sensitive period" is gradual and not an abrupt cutoff, and emphasizes that results from natural settings cannot be automatically transferred to classroom environments.
- Citation du texte
- Annegret Gelbrecht (Auteur), 2011, Is there a sensitive period in second language learning?, Munich, GRIN Verlag, https://www.grin.com/document/177551
