Language Learning versus Language Acquisition

Dear GISC Community,
At a dual-language school such as the German International School Chicago, I am often asked why it is that young children learn a second (or third) language with far greater ease than adults.

It turns out that the question is not quite worded right: learning a language is not quite the process whereby young kids become bilingual – they acquire a second language.

So, what’s the difference: Learning a new language is akin to memorization of vocabulary or grammar rules (which in the case of the German language can be quite tedious). On the other hand, acquisition is a process that incorporates the manner in which one initially learns a first language. It is by listening to and otherwise engaging with others speaking the language that will result in language acquisition. In this process, the brain – without much effort – adjusts and rewires itself to incorporate the second language.

The brain is a “pattern recognition machine” that is “quite adept at sorting out the patterns of a language.” Rather than spending endless hours memorizing the declension of German nouns in their three gender classifications, an immersive and engaging approach with the second language is far more effective in mastering this particular German language skill.

Stephen Krashen, a U.S. linguist and educational researcher, is credited with the five-stage development of the Comprehensive Input Theory of Language Acquisition. These five stages encompass the following:

 

Stage 1: Silent/Receptive Stage. During this stage, students are acquiring language, but not necessarily producing it. At GISC, this stage applies to students beginning in our early grades with no previous exposure to the German language (also for students with no prior English language exposure). The length of this stage varies for each child, but after three to six months in our immersive environment, students can develop in this stage a vocabulary of up to 500 words, and they can respond nonverbally by nodding “yes” or “no” or pointing to a picture.

 

Stage 2: Early Production Stage. One- or two-word responses are now emerging. Exercises such as “filling in the blank,” allowing second language learners to fill in a missing noun or verb.

 

Stage 3: Speech Emergence Stage. At this point, second language learners can now produce and use simple sentences. Providing students at this stage with exercises such as “Sentence Starters” or visual graphic organizers such as Venn diagrams are great opportunities to spur students’ thinking in the second language.

 

Stage 4: Intermediate Language Stage. Learners now have mastered basic interpersonal communication skills (BICS), making them sound like fluent speakers. They no longer make as many grammar mistakes, and, thus, they have the confidence to ask questions and express their opinions. At this stage, it is a great time to teach students domain-specific vocabulary.

 

Stage 5: Advanced Language Stage. Students now have a near-native level of speaking and comprehending. Students can now engage in the second language with critical thinking exercises.

 

Going effortlessly through these five stages as an adult is challenging for many reasons, but it turns out that using “baby language” is a key ingredient. Simple use of language with lots of gestures, pointing, and pictures is fundamental in early-stage language acquisition. A willingness to operate in baby language when beginning a second language as an adult is important both for the instructor and the student.

For parents interested in engaging in German lessons, please note that I will begin offering such a class in January. Stay tuned for more information, and be ready to be babied and act like a baby.

Sincerely,

Ben Hebebrand

GISC Director