1. English Teaching Practicum Study guide
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2.  The study of the function of the brain in the process of acquisition.
 Hemisphere lateralization: some functions are assigned to the lefts
hemisphere and others to the right: LEFT(intellectual, logical,
analytic and language) RIGHT( emotional and social needs)
 Biological time tables: Scovel affirms that authentic accents is
biologically pre-programmed for animals, and humans beings, too.
 Right hemispheric participation: «strategies of acquisition». Genesee
affirms that there is a greater right hemisphere participation in
language acquisition.
 Anthropological evidence: adults can acquire a second language
perfectly like the Tukaku Culture, some o the learn two or three
language that re exposed at the same time.
 The significance of accent: some affirm that after puberty,
individuals cannot acquire «authentic» pronunciation of a second
language.

3.  Piaget outlined the course of individual development:
sensorimotor, preoperational, operational, concrete
operational and formal operational stages.
 In puberty, a person becomes capable of abstraction,
formal thinking, then, a strong argument can be mode for
a critical period of language acquisition.
 Adults could profit from certain grammatical explanation
and deductive thinking that a child could.
 Young children are not “aware” that they are acquiring a
language.
 Lateralization hypothesis may provide another key to
cognitive differences between child and adults: children
grows---left hemisphere becomes dominant.
 Other Piaget’s notion: Equilibration. It says that
progressive interior organization of knowledge occurs.
From doubt and uncertainty to resolution and certainty.

4.  Human beigns are emotional creative.
 Affective domain includes many fetures: emphaty,
self-esteem, extroversion, inhibition, imitation,
anxiety, ect. Any other factor could be relevant to
second language learning.
 Alexander Guiora proposed «language ego» as
identity of a person develops in reference to the
language he or she speaks.
 Second identity: all about «attitudes». Bnegative
attitudes towards the people who s´peak teh second
language or toward the second language itself has
been shown to affect the success of lnaguage.
 Peer pressure: children are harsher critics of
another’s actions and words and may this pound a
necessary and sufficient degree of natural pressure to
learn a second language.

5.  Bilingualism: children learning two languages simultanously
acquisition by the use of similar strategies. Coordinate
bilingualism: 2 meaning systems, separate context.
Compond bilingualism: one meaning systems from one
language to another. Code switching: insert words or
phrases from one language to another.
 Interferecne bewteen frist and second language: use of
similar strategies and rules for both the first and the
seocnd language.
 Interference in adults: manifest some of the same types of
error found in children learning the first language.
 Order acquisition: children use creative construction
process. Dulay and Bart found a common order of
acquisition in many children of several native language
backgrounds.