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Individual Differences in Second Language Learning

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W4-5 class notes Second Language Learning

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Second Language Learning and Learner Language

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Early Childhood Language Acquisition and Bilingualism

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Dil Yetkinliği Neden Önemli? | Sinan Canan ile Açık Beyin

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Dil Yetkinliği Neden Önemli? | Sinan Canan ile Açık Beyin

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Doll test - The effects of racism on children (ENG)

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Doll test - The effects of racism on children (ENG)

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Doll test - The effects of racism on children (ENG)

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Language development stages in childhood | babbling cooing

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Language development stages in childhood | babbling cooing

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language development stages in childhood | babbling cooing

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Expert Advice: Baby's Speech and Babbling

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Expert Advice: Baby's Speech and Babbling

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Expert Advice: Baby's Speech and Babbling

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Effect of emotional deprivation and neglect on babies

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Effect of emotional deprivation and neglect on babies

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1965. Effect of emotional deprivation and neglect on babies. Subtitled in English

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Baby’s First Words with Ms Rachel - Videos for Babies

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Baby’s First Words with Ms Rachel - Videos for Babies

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Baby’s First Words with Ms Rachel - Videos for Babies

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Speech and language milestones: what should baby be doing by 12 months?

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Speech and language milestones: what should baby be doing by 12 months?

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Speech and language milestones: what should baby be doing by 12 months?

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Your Baby at 1 Month - Boys Town Pediatrics

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Your Baby at 1 Month - Boys Town Pediatrics

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Your Baby at 1 Month - Boys Town Pediatrics

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Children's Song Teaching k/t Auditory Discrimination

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Children's Song Teaching k/t Auditory Discrimination

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Children's Song Teaching k/t Auditory Discrimination

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ELT Today Series #1: Strategies for teaching multimodal literacy

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Office of Teaching, Learning & Technology

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The Extraordinary Teaching Project showcases the rich array of pedagogies and teaching philosophies University of Iowa instructors incorporate into their teaching.

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REFERENCES

Anderson, K. T., Stewart, O. G., & Kachorsky, D. (2017). Seeing academically marginalized students’ multimodal designs from a position of strength. Written Communication, 34(2), 104–134. https://doi.org/10.1177/0741088317699897

Benson, P. (2021). Language learning environments: Spatial perspectives on SLA. Multilingual Matters.

Carless, D. (2015). Exploring learning-oriented assessment processes. Higher Education, 69, 963–976. https://doi.org/10.1007/s10734-014- 9816- z

Dressman, M. (2020). Multimodality and language learning. In M. Dressman & R. W. Sadler (Eds.), The Handbook of Informal Language Learning (pp. 39–55). Wiley-Blackwell. https://doi.org/10.1002/9781119472384

Drew, M., & Stoop, K. (2015). Designing Think Trails: Using the Multiliteracies Pedagogy to Reshape Academic Knowledge into Clinical Competence. A Pedagogy of Multiliteracies: Learning by Design, 115–126. http://ndl.ethernet.edu.et/bit stream/123456789/58870/1/43pdf.pdf#page=132

García, O., Flores, N., & Spotti, M. (Eds.). (2017). The Oxford handbook of language and society. Oxford University Press.

Gee, J. P. (2003). What video games have to teach us about learning and literacy. Macmillian.

Grewal, D., Herhausen, D., Ludwig, S., & Villarroel Ordenes, F. (2022). The Future of Digital Communication Research: Considering Dynamics and Multimodality. Journal of Retailing, 98(2), 224–240. https://doi.org/10.1016/j.jretai.2021.01.007

Hartle, S., Facchinetti, R., & Franceschi, V. (2021). Teaching communication strategies for the

workplace: a multimodal framework. Multimodal Communication, 11(1), 5–15. https://doi.org/10.1515/mc-2021-0005

Huang, C. W. (2015). Argument as design: A multimodal approach to academic argument in a

digital age. Unpublished PhD dissertation. University of Cape Town.

http://hdl. handle.net/11427/15554

Huang, C. W., & Archer, A. (2017). ‘Academic literacies’ as moving beyond writing:

Investigating multimodal approaches to academic argument. London Review of Education, 15(1). 63–72. https://doi.org/10.18546/LRE.15.1.06

Jewitt, C., & Kress, G. (Eds.). (2003). Multimodal literacy. Peter Lang.

Kukulska-Hulme, A., Bossu, C., Charitonos, K., Coughlan, T., Deacon, A., Deane, N., Ferguson, R., Herodotou, C., Huang, C. W., Mayisela, T., Rets, I., Sargent, J., Scanlon, E., Small, J., Walji, S., Weller, M., & Whitelock, D. (2023). Innovating Pedagogy 2023: Open University Innovation Report 11. The Open University.

Kress, G. R. (2010). Multimodality: A social semiotic approach to contemporary

communication. Taylor & Francis.

Lim, F. V., Toh, W., & Nguyen, T. T. H. (2022). Multimodality in the English language classroom: A systematic review of literature. Linguistics and Education, 69, 101048. https://doi.org/10.1016/j.linged.2022.101048

Lotherington, H., & Jenson, J. (2011). Teaching multimodal and digital literacy in L2 settings: New literacies, new basics, new pedagogies. Annual Review of Applied Linguistics, 31, 226–246.

New London Group. (1996). A Pedagogy of multiliteracies: Designing social futures. Harvard Educational Review, 66, 60–92.

Oliever, J. (2021). Self-directed multimodal assessment: Towards assessing in a more equitable and differentiated way. In A. Lubbe & E. Mentz (Eds.), Learning through assessment: An approach towards self-directed learning (pp. 51-69). AOSIS.

Royce, T. (2007). Intersemiotic complementarity: A framework for multimodal analysis. In T. Royce and W. Bowcher (Eds.), New directions in the analysis of multimodal discourse (pp. 63–111). Lawrence Erlbaum.

Stein, P. (2008). Multimodal pedagogies in diverse classrooms: Representation, rights and resources. Routledge.

van Lier, L. (1997). Observation from an ecological perspective. TESOL Quarterly, 31(4), 783. https://doi.org/10.2307/3587762

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ARE THESE 17 STATEMENTS ABOUT LANGUAGE ACQUISITION TRUE? ANSWERS FROM THE RESEARCH

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ARE THESE 17 STATEMENTS ABOUT LANGUAGE ACQUISITION TRUE? ANSWERS FROM THE RESEARCH

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#1. Language is complex! Where to start?

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#1. Language is complex! Where to start?

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How do children learn language? Babies are amazing! Eardrops language series #1.

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Hi. Kia ora! How are you? Fine thanks. What’s that you say? Its language! Say what? Language is a creative tool we use to communicate with each other, a productive, evolving, socially shared code (who loves the word ‘code’?) The ability to use symbols (words) to organise

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"The Language Mastery Show" - Hosted by John Fotheringham, this podcast features interviews with language experts, learners, and teachers. Link: https://languagemastery.com/podcast/

"I Will Teach You a Language" - Hosted by Olly Richards, this podcast focuses on practical tips and strategies for language learning. Link: https://www.iwillteachyoualanguage.com/podcast/

"The Fluent Show" - Hosted by Kerstin Cable, this podcast covers a wide range of language learning topics, including motivation, culture, and language skills. Link: https://www.fluent.show/

"The Actual Fluency Podcast" - Hosted by Kris Broholm, this podcast features interviews with polyglots and language learners, discussing their methods and experiences. Link: https://actualfluency.com/podcast/

"Language Latte" - Hosted by Becky Morales, this podcast focuses on language learning for children, including tips for parents and teachers. Link: https://kidworldcitizen.org/language-latte-podcast/

"Coffee Break Languages" - Hosted by Mark Pentleton, this podcast provides language lessons and practice exercises in various languages, including French, Spanish, German, and Italian. Link: https://radiolingua.com/coffeebreak/

"All Japanese All the Time" - Hosted by Khatzumoto, this podcast offers tips and inspiration for learning Japanese quickly and effectively. Link: https://www.alljapaneseallthetime.com/blog/

"Learn French by Podcast" - Hosted by Frédéric Bibard, this podcast provides French language lessons and practice exercises for learners of all levels. Link: https://learnfrenchbypodcast.com/

"The Creative Language Learning Podcast" - Hosted by Lindsay Williams and Kerstin Cable, this podcast features interviews with language experts and learners, discussing creative and unconventional methods for language learning. Link: https://www.fluentlanguage.co.uk/podcast

"Talk the Talk" - Hosted by Daniel Midgley and Ben Ainslie, this podcast explores language, linguistics, and communication, with a focus on current events and popular culture. Link: https://talkthetalkpodcast.com/

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How language shapes the way we think | Lera Boroditsky

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How language shapes the way we think | Lera Boroditsky

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How Language Shapes the Way We Think | Lera Boroditsky | TED

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The Benefits of a Bilingual Brain" by Mia Nacamulli 

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The Benefits of a Bilingual Brain" by Mia Nacamulli 

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Let's Begin...

It's obvious that knowing more than one language can make certain things easier - like traveling or watching movies without subtitles. But are there other advantages to having a bilingual (or multilingual) brain? Mia Nacamulli details the three types of bilingual brains and shows how knowing more than one language keeps your brain healthy, complex and actively engaged.

Create and share a new lesson based on this one.

About TED-Ed Animations

TED-Ed Animations feature the words and ideas of educators brought to life by professional animators. Are you an educator or animator interested in creating a TED-Ed Animation? Nominate yourself here "

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The benefits of a bilingual brain - Mia Nacamulli

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It's obvious that knowing more than one language can make certain things easier - like traveling or watching movies without subtitles. But are there other advantages to having a bilingual (or multilingual) brain? Mia Nacamulli details the three types of bilingual brains and shows how knowing more than one language keeps your brain healthy, complex and actively engaged.

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Denise Herzing: Could we speak the language of dolphins?

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Denise Herzing: Could we speak the language of dolphins?

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Get a daily email featuring the latest talk, plus a quick mix of trending content.

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Denise Herzing: Could we speak the language of dolphins?

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For 28 years, Denise Herzing has spent five months each summer living with a pod of Atlantic spotted dolphins, following three generations of family relationships and behaviors. It's clear they are communicating with one another -- but is it language? Could humans use it too? She shares a fascinating new experiment to test this idea.

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Tony Robbins discusses the "invisible forces" that motivate everyone's actions -- and high-fives Al Gore in the front row.

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How frustration can make us more creative

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How frustration can make us more creative

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How frustration can make us more creative

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Challenges and problems can derail your creative process ... or they can make you more creative than ever. In the surprising story behind the best-selling solo piano album of all time, Tim Harford may just convince you of the advantages of having to work with a little mess.

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Learning a language? Speak it like you’re playing a video game | Marianna Pascal

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Learning a language? Speak it like you’re playing a video game | Marianna Pascal

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Learning a language? Speak it like you’re playing a video game | Marianna Pascal | TEDxPenangRoad

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Why talking to little kids matters | Anne Fernald

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Why talking to little kids matters | Anne Fernald

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Why talking to little kids matters | Anne Fernald | TEDxMonterey

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Why the World Looks the Same in Any Language

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Why the World Looks the Same in Any Language

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John McWhorter - Why the World Looks the Same in Any Language

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The secrets of learning a new language | Lýdia Machová

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The secrets of learning a new language | Lýdia Machová

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The secrets of learning a new language | Lýdia Machová | TED

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Patricia Kuhl: The linguistic genius of babies

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Patricia Kuhl shares astonishing findings about how babies learn one language over another -- by listening to the humans around them and "taking statistics" on the sounds they need to know. Clever lab experiments (and brain scans) show how 6-month-old babies use sophisticated reasoning to understand their world.

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Shining a Light on How Bilingual Children Learn

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Shining a Light on How Bilingual Children Learn

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Shining a Light on How Bilingual Children Learn

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There's a cute little curly headed cherub in a yellow dress, and she is the star of the show. She's sitting on her mother's lap and her mother is talking to her in that gentle mother voice that says, despite all appearances, this is normal, you are safe and there will probably be a nice treat for you for cooperating. A scientist and her research assistant, neither of whom the child has met before, hover around her in a smallish room with a desk, some electronic equipment and a flat-screen TV.

Two-year-old Lena has already refused twice to wear the strange stretchy cap with a chin strap and bundle of wires tethered to a computer. A round of "Baby shark"-and a snack from mom-helped calm her a little. But she's still fidgety. The assistant tries a distraction: she waves a plastic wand with a ball on the end that blinks different colors. Maria Arredondo sneaks up and slips on the cap. Now they have to work fast.

"I tested 300 babies during my postdoctoral studies," Arredondo says. "And as you saw, the samples for that paper are quite small, less than a hundred, because it's not just about the brain activity, but it's also about compliance from the baby."

Arredondo, an assistant professor of human development and family sciences who runs the Child Learning and Development Studies Lab at The University of Texas at Austin, is trying to understand how growing up in a bilingual environment affects a child's learning. The focus of her research grew out of a very personal curiosity. She first learned English when she moved from Argentina to the U.S. at the age of 12.

"I found it very interesting how my parents and older sister struggled to learn a new language," she says. "But my younger brother had a really easy time. And so I wondered: why do some people struggle and some people seem to find it very easy?"

She's interested in how children learn multiple languages, but also in how the underlying skills needed to learn them bleeds over into other kinds of learning. There's a hotly debated hypothesis in this field that bilingual children are better at higher cognitive functions that are critical for learning-such as memory, inhibitory control and attention-compared to monolingual children. If true, perhaps bilingual children are better at learning all kinds of things. Experiments designed to test this idea have had mixed results.

Arredondo has three short tasks planned for Lena today designed to test some of the fundamental skills related to learning.

What's on Your Mind?
Lena lives in a household where only one language, English, is predominantly spoken. The cap on her head uses infrared light to safely map brain activity in real time. It's part of a technique called fNIRS, functional near infrared spectroscopy, that measures the level of oxygenation in different areas of the brain. Areas of the brain that are engaged, for example when listening to speech, use more oxygen.

After several years of training and hundreds of infants and children participating in her studies, Arredondo has learned how to put children at ease.

"Kids get scared easily," Arredondo says. "We try to have an environment where they feel free to move around and feel comfortable, and they can understand that this is a safe environment. This is a place to play and be themselves."

In the first task, the research assistant shows Lena a soft yellow duck puppet wearing a black hat. She performs a set of actions, including taking off the hat and putting it back, and taking a pair of mittens out of a pocket, shaking them and putting them back. The assistant puts away the duck and brings out a white lamb doll and the same accessories, then she gives Lena a go. Can she repeat the various actions that the assistant did with the first puppet? The goal is to see what parts of her brain are active when she is remembering what she learned before.

Combining brain activity patterns from monolingual learners like Lena and bilingual learners can help tease out differences in the ways they carry out higher cognitive functions like this memory task.

Another of the key skills needed to learn new things, including languages, is the ability to tune out distractions and block automatic but incorrect responses, also known as inhibitory control.

For the second task, Lena is shown a screen with two squares-one black and one with a smiley face. The smiley face is consistently on the same side of the screen each time it appears. She learns that if she presses on the smiley face, she gets a bonus-an apple appears and a fun little bit of music plays. Then the researchers switch which side the smiley face is on. And at first, she continues to touch the same side of the screen, but no longer gets the added bonus. Eventually she shifts to the other side.

"We're looking at inhibitory control, whether they can inhibit that original response and switch to the new location," Arredondo says.

In the third task, the assistant points to a picture of a ball. "Look at the ball!" Then she repeats this with another familiar object, a car. Next, she presents Lena with an object that she has never seen before-a made-up toy that looks like a rubbery mass of multicolored, teardrop shaped blobs. "Look at the dax!"

To learn this new word, she has to call on other skills like memory and attention. The researchers are interested in patterns of brain activity that accompany learning the name of the new object and how those differ between bilinguals and monolinguals.

"In bilinguals, we're doing the experiment in English and in Spanish," Arredondo says. "So we're interested in seeing whether the amount of exposure they're getting in each of those languages affects whether they map that word better in one language over the other."

Do Bilinguals Learn Better?
Bilingualism is pretty impressive when you stop to think about it. Bilingual learners spend less time hearing and speaking each of their languages, and yet to be successful in both, they have to learn twice as many words as a monolingual child.

There is at least some support for the idea that bilinguals are better than monolinguals at the higher cognitive skills that undergird learning. For example, other researchers have found that bilingual learners are better at some tasks involving attention, such as switching from seeing a duck to a rabbit in an ambiguous image. Perhaps that's because growing up in a bilingual household, they have to switch their attention between two languages quickly.

During her postdoctoral studies at the University of British Columbia, Arredondo used fNIRS to study 6- and 10-month-old infants from bilingual and monolingual households performing a task that tested what is known as orienting attention, the ability to engage with and switch between sensory inputs such as sounds or visual stimuli. In this case, a familiar object (such as a beach ball) appeared in different locations on a computer screen and the researchers recorded where the children gazed and how long it took them to shift attention from one place to another.

Arredondo found that babies from bilingual households had more brain activity in the left frontal region, which is associated with language processing and language production, during the task than babies from monolingual households. Interestingly, those bilingual babies who had the most increase in brain activity within this region were the ones who were exposed to higher levels of "code-switching"-toggling between multiple languages-at home and were also more likely to perform the task correctly. And the bilinguals showed more improvement from age 6 months to 10 months than monolinguals.

Taken altogether, Arredondo's findings suggest that code-switching between languages in the home might sharpen bilinguals' attention and boost learning.

"These papers show that bilinguals' brains and ability in attention are adapting to their environment and improving over time," Arredondo says. "It's possible this code-switching environment is making them better at learning, but we don't fully know that from this data. It's all correlational."

After about 15 minutes, Lena has had enough of the cap and is tugging at it. This wasn't a test of endurance, but if it were, she would have passed with flying colors. She played along with the researchers and sat through all three experiments wearing the cap.

"She was one of the best participants," Arredondo says. "Even though she took time to warm up, she did amazing."

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Shining a Light on How Bilingual Children Learn

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There's a cute little curly headed cherub in a yellow dress, and she is the star of the show. She's sitting on her mother's lap and her mother is talking to her in that gentle mother voice that says, despite all appearances, this is normal, you are safe and there will probably be a nice treat for you for cooperating.

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Replication research in instructed second language acquisition

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Replication research in instructed second language acquisition

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Wordbank is an open database of children's vocabulary development across languages, archiving parent reports of what their children say.

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Wordbank is an open database of children's vocabulary development across languages, archiving parent reports of what their children say.

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Research Methods for Understanding Child Second Language Development

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Research Methods for Understanding Child Second Language Development

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Research Methods for Understanding Child Second Language Development

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Butler and Huang’s book is one of the first to focus on second language (L2) development research methods and techniques specifically targeted at children of primary and pre-primary years. The last decade has seen a growing number of L2 studies of children aged 4–12, a demographic with special devel…

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Why can some people speak dozens of languages? with Ev Fedorenko, PhD 

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Why can some people speak dozens of languages? with Ev Fedorenko, PhD 

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Speaking of Psychology: Why can some people speak dozens of languages? with Ev Fedorenko, PhD

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For those of us who speak only one language, the idea of learning twenty or thirty sounds impossible. But there are “hyperpolyglots” who have managed this remarkable feat. Evelina Fedorenko, PhD, of the Massachusetts Institute of Technology, discusses what sets polyglots apart and what scientists mi…

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Speaking of Psychology: The truth about why kids lie, with Victoria Talwar, PhD

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Speaking of Psychology: The truth about why kids lie, with Victoria Talwar, PhD

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Speaking of Psychology: The truth about why kids lie, with Victoria Talwar, PhD

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Victoria Talwar, PhD, talks about why kids lie, how lying is tied to cognitive development, how children understand the morality of lying (including the “gray areas” of keeping secrets and tattling), and how parents can encourage truth-telling and honesty in their children.

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Final Poster Presentation

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Selinay Uğun 180111173
Öznur Ülker 180111173

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Final Assignment

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FINAL POSTER

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ZEYNEP KOZAK-180111140 FINAL POSTER PRESENTATION

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Final Poster Presentation

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190111043 Ayça Beyza Karakuş - SLA FINAL PROJECT

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Final Poster Presentation

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110120038
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160111100

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Final Poster Presentation. Cüneyt VARLIK & Ensar Nuri Kutluca

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Final Poster Presentation. Cüneyt VARLIK & Ensar Nuri Kutluca

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SLA Final - Cüneyt Varlık, Ensar Nuri Kutluca

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Final Poster Presentation

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Final Poster Presentation

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Ömer Faruk Şahiner 180111159 SLA Final poster

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170111054 & 170111069
Final Poster Presentation

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Final Poster Presentation

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Selinay Aygün 180111110

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190111023
Final Poster Presentation

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Hasan Furkan DİLAVER 190111089 & Yasemin YILDIZ 180111181

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Hasan Furkan DİLAVER 190111089 & Yasemin YILDIZ 180111181

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Final Poster Presentation

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İlem Tiryaki 180111166
Fatma Ün 180111174

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190111028
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190111096
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DO WE LEARN LANGUAGES MAINLY THROUGH ımıtatıon

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Final Poster Presentation

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170111082
Final Poster Presentation

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Özge Yücekaya- 170111082 SLA Final Poster

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190111006
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Final
Poster Presentation

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Highly intelligent people are good language learners

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Highly intelligent people are good language learners

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Final Poster Presentation

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FİNAL POSTER PRESENTATION

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Final Poster Presentation

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Gizem ACAR - 180111102 Fİnal PRESENTATION by Gizem Acar on Genially

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Discover more about Gizem ACAR - 180111102 Fİnal PRESENTATION ✌️ - Presentation

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Final Poster Presentation

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The Best Way To Learn New Vocabulary is Through Reading

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Final Poster Presentation

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190111063