An Experimental Approach to Language Training in Second Language Acquisition: Focus on Negation

Abstract

The effect of negation training in a second language on the expression of negation in the native language was investigated. Four-year-old children from bilingual (Spanish/English) homes who showed no expressive or receptive ability in Psychologists and educators have become concerned with the educational implications of learning more than one language during the developmental years. One critical issue in early childhood second language research is that of language transfer (Saville, 1971). If transfer effects exist, are they inhibitory or facilitative? Garcia (1977) reported that as Spanish prepositional expression was acquired by 3-and 4-year-old English monolingual correct English prepositional use decreased. Similarly, it is possible that the requirements imposed on a child with respect to acquiring a second language may lead to the use of structures in the native language that had been acquired in the sec- 1986,191,[203][204][205][206][207][208] NUMBEiL 2 (summEEL 1986)

Effects of Multiple Exemplar Training on the Emergence of Derived Relations in Preschool Children Learning a Second Language

“…Research conducted within the field of behavior analysis has demonstrated the importance of environmental variables in teaching a second language (Davis & O'Neill, 2004;Madrid & Torres, 1986;Petursdottir & Hafli2adó2ttir, 2009;Petursdottir, Ó lafsdóttir, & Aradóttir, 2008;Shimamune & Smith, 1995); including use of the instructional paradigm referred to as stimulus equivalence (Joyce & Joyce, 1993;Polson, Grabavac, & Parsons, 1997;Polson & Parsons, 2000). Despite the handful of applications conducted within this area of research, there is a need for further investigations to determine how emergent foreign language repertoires may be established when these skills are not acquired via traditional training techniques (i.e., matchto-sample).…”

Language Ideologies and the Use of Mother Tongues as the Medium of Instruction and Learning in Junior Primary Schools: A Case Study of Parents and Teachers in a Namibian School

“…Furthermore, it rejects Namibian languages' dynamic nature and creates a monolingual identity for learners and, subsequently, the Namibian society by silencing the bilingual and multilingual voices (Blackledge & Creese, 2017;Creese & Blackledge, 2010;Makoe & Mckinney, 2014;Mckinney & Tyler, 2019). Thus, the English monolingualism policy substantially has affected the Namibian education system, with effects that have manifested in poor academic results (Brock-Utne & Kofi, 2005;Frydman, 2011;Madrid & Torres, 1986;Peña et al, 2011). What makes this scenario worse is the fact that several Namibian teachers seem to equally have inadequate competencies in the English language due to a lack of adequate training (Altinyelken, 2010;Cantoni, 2007;Ola-Busari, 2014).…”