TOPIC: A PROPOSAL TO ANALYZE HOW FIRST LANGUAGE (L1) AND SECOND

LANGUAGE (L2) INFLUENCE EACH OTHER.

1.0 Introduction

Language is a system of communication based upon words and the combination of words
into sentences. Through language, people are able to exchange knowledge, beliefs,
opinions, wishes, threats, commands, thanks, promises, declarations, feelings etc.

One of the most important and fascinating aspects of human development is language
acquisition. It is believed that first language has an effect on the second language
acquisition, and it is claimed that L1 can interfere with the acquisition of L2.

Perspectives on language learning and teaching bring a wide range of important aspects
that need to be considered, some of them include culture and native language. The first
language in respect of the country is likely to become the first source for a learner to
understand how a language works, especially to young children who are in the concrete
operation phase, as they tend to monitor how they acquire and learn foreign languages.

Student mostly resort to their schemes of L1 to relate to the L2 and therefore it is

imperative to point the importance of students’ first language when learning a foreign or
second language.

Kramsch (1993), Byram and Grundy (2003), and Pulverness (2003) have recently
conducted studies to determine the relationship that exists between culture and language
learning.

In Byram and Grundy (2003) research studies, Holmes cited how culture influences
language, and therefore language instructors must be aware of this situation in order to
understand how to train students, depending on the place they come from and the
language they have as mother tongue.

2.0. Acquiring a First Language (L1)

L1 also known as mother tongue is one of the unexplainable mysteries surrounding us in

our daily lives (Gallaso, 2003). A child learns language naturally, almost miraculously, as
their language, acquisition is rapidly developed with an apparent speed and accuracy that
baffles parents.

Maria Montessori, an Italian physician and educator who was responsible for the
Montessori education, which fundamentally believes in human development using an
educational approach even, said, “The only language people ever speak perfectly is the
 one they learn in babyhood, when no one can teach them anything” (as cited in O'Grady
& Cho, 2011, p. 326).

According to O'Grady, Archibald, Aronoff, and Rees-Miller (2004), children adopt three
strategies in learning the meanings of new words, that is, whole object assumption, the
type assumption and basic level assumption. In relation to these strategies, children
acquiring L1 generally make errors in meaning, for instance, over and under extensions.

3.0 Acquiring a Second Language (L2)

According to Lightbown & Spada, 2006), an L2 learner is different from a child

acquiring the L1 in terms of the learners' characteristics and the environments in which
L1 and L2 typically occur.

L2 learners usually possess cognitive maturity and metalinguistic awareness that would
be useful for them in solving problems while engaging in discussions using L2.

The environment, specifically the conditions in which L2 learning happens can also
affect the rate of success in L2 learning (Ismail & Yusof, 2016). If the L2 learners are
exposed to a nurturing and non-threatening environment, they are most likely succeed in
learning L2.

Rashid (2011), for instance, discovered that less proficient young adults in Malaysian
secondary schools learned English better when the teacher used children's stories, as they
did not feel threatened by the high-level vocabulary and complexities of the sentences.
This proves that Learners feel at ease when exposed to a non-threatening environment.

4.0 Similarities and Differences between L1 Acquisition and L2 Learning

McLauhglin (1981) argues that comparing and contrasting L1 acquisition and L2 learning
means comparing and contrasting different learning situations, various input received and
diverse cognitive and linguistic skills of the acquirers and learners.

This was supported by, Saville-Toike (2012) and Zaid, Zakaria, Rashid, and Ismail
(2016), who stated that linguists attempt to explain the similarities and differences of L1
acquisition and L2 learning by taking into account the linguistic competence, which is the
underlying knowledge of that particular language and the linguistic performance,
referring to the actual production by the learners at various stages of L1 acquisition or L2
learning.

Communicative competence is an individual's ability to use language appropriately and in

a socially acceptable manner. However, it should be kept in mind that no one, solid,
linguistic theory can provide the ultimate explanation for the similarities and differences
 of L1 acquisition and L2 learning, as there are many factors that influence the success in
language acquisition or language learning.

5.0 First Language may Influence the Learning of a New Language.

According to Kramsch (2013) language, not seen as a linguistic system, but seen in
context is a coherent symbolic system for making meaning. In this sense, we cannot
separate the study of language and language learning from culture and the context that
surrounds the learner, especially when we refer to the learning of a foreign language.

Apart from our culture, our first language (L1) might have influence over foreign
language learning, either by acting as a source to enable us understand how the language
works when the first language and the foreign language are similar (transfer), or by being
a factor of interference if the two languages are very different (negative transfer) (Celaya,
M., n.d).

In some cases, languages tend to intercept with each other on more than a few
dimensions. Some languages do not contain the vocabulary required to explain a foreign
term and we tend to use words from a different language to express our thoughts.

In addition, sometimes grammar takes a toss as most languages have their own syntax.
Colloquialism tends to creep in as a person learns a new language. The first language
may affect the tone and intonation of a person.

A person learning a second language who is exposed to conversations with native

speakers of that language tends to speak with ease compared to a person who learns it in
an isolated environment. Most of the times, grammar, intonation and vocabulary are
effected by one of the two languages. However, sometimes, people who are in constant
use of their second language with the native speakers of the language may tend to lose
their grasp on grammar of the first language.

6.0. Role of first language in second language development

First language (L1) has always been a significant discussed area in second language (L2)
development theories and research, especially in pedagogy of any additional language.
To understand the role better, it is important to consider the three main theoretical
perspectives on language learning and acquisition.

6.1 Behaviorist perspective

The first and foremost role that L1 plays and for what L1 is mostly discussed in L2
development is language transfer, both positive transfer and negative transfer. Koda
(1993) explores the transferred L1 strategies in L2 sentence comprehension and finds that
“reading skills transferred from L1 interact with L2 specific linguistic features in shaping
cognitive strategies for L2 processing” (p. 497).

While similarities between L1 and L2 facilitates learning that is called positive transfer,
differences between L1 and L2 cause interference errors due to negative transfer (Ellis,
1997, p. 51). Nonetheless, cross-linguistic research reveals that it is not the most diverse
areas between a learner's L1 and L2, which cause the greatest learning problems, but
“rather those areas which share considerable similarity” (Pica, 1984, p. 695).

Contrastive Analysis Hypothesis (CAH) suggests that comparing L1 and L2 features is

beneficial in examining L2 learners’ transfer errors (Lightbown & Spada, 2013).
However, “today contrastive analysis is only one of many uncertain variables which one
must re-evaluate in second language teaching. No longer does it seem to be as important
as it once was” (Wardhaugh, 1970, p. 129).

6.2. Innatist Perspective

Innatism is a philosophical and epistemological doctrine that holds that the mind is born
with ideas or knowledge, and that therefore the mind is not a blank slate at birth. It asserts
that not all knowledge is gained from experience and the senses.

The innatist theory states that, learning is natural for human beings. This theory asserts
that babies enter the world with a biological propensity, an inborn device, to learn
language (Cooter & Reutzel, 2004). This human built in device for learning language is
termed the language acquisition device (LAD).

One of the best-known Innatists, Krashen (1982), attempts to distinguish between L1

acquisition and L2 learning, as he believes that there are two ways to develop
competence in language. Firstly, language acquisition, which is a process similar to the
way children develop their ability in L1; it is done subconsciously in the same way
language acquisition happens.

Secondly, through language learning, where the process of learning L2 is done

consciously. The L2 learners learn and know about the language rules, are aware of these
rules, and are able to talk about them.

L2 learning is similar to L1 acquisition according to the Innatist Theory. Children acquire

language through interacting with the people around them, similarly, Foreigner Talk or
Teacher Talk is used in an L2 classroom where native speakers speak in different ways to
L2 learners to ensure a safe and non-threatening atmosphere.
 6.3 Constructivism perspective

Elliot et al, defined Constructivism as an approach to learning that holds that people
actively construct or make their own knowledge and that reality is determined by the
experiences of the learner, (Elliott et al., 2000, p. 256).

The idea behind Constructivism is that human learning is constructed in such a way that
learners build new knowledge upon the foundation of previous learning, which according
to Phillip (1995), is a prior knowledge that influences what new or modified knowledge
an individual will construct from new learning experiences.

The Constructivism theory argues that humans generate knowledge and meaning through
interactions between their experiences and their ideas. During infancy, it is an interaction
between their experiences and their reflexes or behavior-patterns.

The formation of the constructivism theory of is mostly attributed to Jean Piaget. He

connected the mechanisms by which knowledge is internalized by learners. It was his
suggestion that through processes of accommodation and assimilation, individuals
construct new knowledge from their experiences. When individuals assimilate, they
incorporate the new experience into an already existing framework without changing that
framework.

7.0. Implications for Teachers

For teachers, how they teach student’s languages will very much be influenced by how
they view L1 acquisition and L2 learning. If the teachers adopt the Behaviorist Theory,
they would invariably rely heavily on rote learning, which involves the use of repetition
he process of memorizing information based on repetition to help students in
memorizing.

Primarily, some teachers will use the Behaviorist Theory in their language teaching and
would view language learning as a learned behavior, which can be altered, modified, and
reinforced by means of positive and negative reinforcement.

In addition, some other teachers will adopt the Innatist Theory and probably adhere to a
more student-centered classroom where the students feel at ease and are not threatened by
the teacher and their peers. The teacher would ensure that the anxiety of students about
studying a new language is minimized and the students can easily understand the new
language.

The teacher would also most probably delay the unavoidable language testing to avoid
students clamping shut when it comes to communicating. The teacher would foster a
‘silent period’ where the students are not required to provide output, instead they would
just receive the input for an inordinate amount of time. Eventually, students would master
 enough courage and confidence to gather all the input received and provide reasonable
output.

Finally, some teachers will adopt the Interactionist Theory as their guiding principle in
language teaching and would try to get the students to participate in collaborative group
work, where the students are able to put their social skills to good use as a stepping stone
towards successful language learning, as they believe the more the students use the
language interactively, the better their chances of learning the language effectively.

The teacher would also most probablyinvariably administer a diagnostic test before the
language class begins to group students of more or less the same linguistic ability in order
to make their communication attempts viable and meaningful.

Students may be required to write a short journal or blog post as a form of intrapersonal
communication to detail their progress in the language learning. After all, Interactionists
believe language learning works best when the language is practiced and is being put to
use, ideally in both interpersonal and intrapersonal communication.

8.0. The advantages of second language acquisition

There a several advantages for acquiring a second language, they include the following:

8.1. Better job opportunities

We have to stop thinking that speaking a foreign language is a nice-to-have rather than a
must-have asset.

We live in a competitive world where competition for jobs is increasingly fierce. Not
only that, the world is more interconnected than ever and therefore, learning languages is
crucial. In fact it’s vital. It is no longer an advantage for a job seeker to speak just one
non-native language. Rather, it now could be a drawback for a job seeker to only speak
one language. Here there are some eye opening facts:

At the end of 2013, CNN Money published that the hottest job skill is being fluent in a
foreign language.

The Department of Labor estimates a 42% increase in jobs for translators and interpreters
between 2010 and 2020.

According to salary.com, employers may pay between 5-20% more than the base rate to
hires with language skills

America’s $15-billion, high-tech STEM[3] industry depends on languages to reach

foreign markets worth $1.5 trillion.
In the public sector, more than one quarter of the “State Department’s language-
designated positions” could not be filled with fully qualified personnel in 2012. Similarly,
only 28% of language designated positions in the Department of Defense were filled with
personnel who met the proficiency level requirements. U.S. Army soldiers can earn up to
$1,000 extra per month by demonstrating proficiency in multiple languages

In the private sector, companies targeting global audiences are seeking bilingual
employees to broaden their reach. In New Jersey in particular, there is an increasing
demand from employers for candidates who speak world languages. In 2014, jobs for
bilingual workers represented at least 1 in 5 online job postings at many of New Jersey’s
top employers. New Jersey’s key industries (including Finance and Insurance, Health
Care and Social Assistance, and Educational Services) accounted for 3,552 online job
postings for bilingual candidates in 2014. Finally, from 2010 to 2014, industries that
require high levels of service and communication also show increased demand for
bilingual job candidates.

In summary, learning a foreign language makes students more marketable, opens the door
for higher pay, and prepares them to join the global workforce.

8.2. More global understanding

Thomas Jefferson is probably one of the best examples of a multilingual American. “I

read Greek, Latin, French, Italian, Spanish, and English of course, with something of its
radix the Anglo-Saxon.” In addition to the languages he lists, there is some evidence that
Jefferson was attempting German. The third president of United States knew the
importance to learn other languages and cultures for political reasons.

Language learning is not only a means of improved communication, but more

importantly it plays a key role in promoting global understanding and respecting cultural
differences. Language exposes students to another culture, sparking curiosity, empathy
and understanding. And these qualities prepare students to interact with people of all
ethnicities and backgrounds.

Learning a language is a double win. As brilliant translator Michael Hofmann explains

well, “to speak a single language is to be enclosed in one cultural possibility – to be
preordained to live in the linguistic and cultural cage into which you are born. If you
don’t have another language, you are condemned to occupy the same positions, the same
phrases all your life,” he wrote. “It’s harder to outwit yourself, harder to doubt yourself in
just one language. It’s harder to play.” To acquire another language is to open yourself up
to the world and to increase vastly your employability.

8.4. Better cognitive abilities

Far from being a complication, research has shown that multilingualism provides benefits
to individuals at all points along the lifespan, from the youngest infants and children, to
young adults, and to older adults who may be facing cognitive decline (Bialystok, Craik,
& Luk, 2012).

There is enough experimental evidence to state that children mastering in more than one
language face higher brain processing demands that lead to an increase in brain activity.
This increase improves brain function, the system we use for problem solving, planning,
flexible switching, focusing, multi-tasking, inhibitory control, etc. This means that
children with a high command of a second language improve their ability to adjust to
changes in demands or priorities and switch between goals, increase memory and
concentration skills, among others.

It has been proven that, people who speak two languages have also been shown to have
more efficient monitoring systems. According to a study undertaken by the University of
Maryland in conjunction with the University of Pennsylvania and Barcelona,
monolinguals and bilinguals respond similarly when the brain’s monitoring system is not
taxed, but in conditions requiring high monitoring demands, bilinguals were faster.
Bilingual people also outperform monolingual people in spatial working memory tasks.

8.5. Learning a second language develops the brain

It is a well-known fact that t taking part in stimulating physical or mental activity can
help maintain cognitive function. It turns out that learning a second language has long
lasting cognitive benefits even if it is learnt later in life.

Studies have shown that the brain has far greater plasticity throughout the lifespan than
previously understood. Life experience at all ages has consequences for cognition and for
both the structure and function of the brain. As an important aspect of life experience,
language use reveals these consequences (Baum & Titone, 2014).

Furthermore, the ability to speak more than one language helps to delay behavioral
symptoms associated with neurodegenerative disorders such as dementia. In particular,
the estimated age of onset of Alzheimer’s and the age of the first medical appointment
related to symptoms associated with dementia are about 4 and 5 years later in proficient
bilinguals than in monolinguals.

This is not to say that mastering at a second language protects against the development of
neurodegenerative diseases. Rather, the symptoms associated with such diseases may be
delayed in people able to speak more than one language because of the presence of
greater cognitive reserve caused by the bilingual experience.
 A newer study published by the American Heart Association revealed the people who
speak two or more languages are twice as likely to have normal cognition after strokes as
those who speak only one.

9.0 The disadvantages of second language acquisition

Learner a second language come with some disadvantages as well, which include:

9.1. Losing one’s cultural identity

In some cases, especially for younger people, learning a second language comes at the
cost of ignoring their first language. For example, if you have moved to a new place and
you have to communicate in a different language most of the time there is the possibility
of neglecting your first language. Since language is strongly connected to your cultural
identity, this might result in feeling as though you do not have as much of a connection to
your culture anymore.

9.2. Feeling as though you are someone else

When you communicate in a second language, it can be difficult to let your true
personality show. This is especially hard when your skills are still in the development
stage, because you do not have the vocabulary to express yourself as you would in your
first language. This means you might not be able to show how truly clever, funny or
caring you really are.

This personality challenge can also be seen in some advanced speakers, because
languages are all so unique. For instance, your first language might have expressions or
ideas that have developed from your country’s history and shared culture. Those concepts
and phrases may not exist in your second language, making it hard to say what
you truly mean when you are speaking to people who come from a different background.

9.3. Taking up your time

There is also the issue of opportunity cost, where the price of doing something you want
to do (your opportunity) is affected due to your pursuant of a second language. For
example, the opportunity cost of enjoying an amazing concert is paying the price of the
 ticket. However, cost is not always measured in money. When it comes to learning a new
language, one of the main costs is time.

In other words, becoming bilingual takes a time commitment, which you could have
spent doing something else, like catching up with friends, working overtime at your job
to save money, or learning something else, like how to play the guitar.

10.0 Conclusion

In conclusion, research shows that, the need for multilingualism and second language
acquisition is growing. Rowena Alegria is a subject editor for the Spanish-language
weekly Viva Colorado, and explains that this is not a new topic, but one that has gone on
for years with different speaking immigrants (2011).

Also in Angela Carrasquillo poem, I Am an Immigrant Student, (as cited in Rodriguez,

Carrasquillo, & Lee, 2014, p. 41) she writes: ‘I am a Spanish speaking immigrant,
Switching from “what’s up?” to “¿Qué pasa brother”.