Considerations on Sencond language acquisitions

1. NEUROBIOLOGICAL CONSIDERATIONS
Hemispheric lateralization: Brain assigns different functions to different brain hemispheres, left and
right. Lateralization process begins, at the age of five and completed around puberty. during this
period the brain retains its plasticity and allows children not only acquire their mother tongue but
others with native pronunciation.
Biological Timetables: during this periods children develops their identity as a part of a community
and their acquire their language as part of it, once this identity is achieved the need or the ability to
learn a language as a native is not necessary.
Right-hemispheric participations: Right hemisphere involved in the early stages of second language
acquisition and contributes to strategies such as guessing the meaning of words using formulas.

2. COGNITIVE CONSIDERATIONS
Stages of intellectual development in child:
Sensory stage (birth to two)
Preoperational stage (ages two to seven)
Operational stage (ages seven to sixteen)
Concrete operational stage (ages seven to eleven)
Formal operational stage (ages eleven to sixteen)
Since puberty a person becomes capable of abstraction, formal thinking that transcends
the specific experience and insight, from this age we need explanations about language,
which creates a barrier to the free learning
As the child matures into adulthood, the left hemisphere becomes more dominant than
the right hemisphere. that dominance contributes to a tendency to over-analyze and be
too intellectual focused on the task of learning a second language, which does not occur
in children
Cognition is developed as a process of moving from state of doubt and uncertainty
(imbalance) to the stages of resolution and security (Balanced-brio)

3. AFFECTIVE CONSIDERATIONS
We are influenced by emotions:
Inhibitions
Language ego
Second identity
Attitudes
Peer pressure
Ego language is the identity of a person is also based on the language spoken, when
puberty starts emotional, physical, and cognitive changes lead to a defensive
mechanism in which the ego language becomes protector and defense.
The language, which now has become an integral part of one's identity, is threatened,
and therefore a context that is developed must be willing to make a fool in the fight by
trial and error to speak and understand the second language.
Negative attitudes can affect the success in learning a language, if an adult is averse or
have bad attitude towards culture, or people who speak an specific language, learning
process to acquire a second language will be affected.

4. LINGUISTIC CONSIDERATIONS
Bilingualism: coordinate bilingualism, compound bilingualism. The acquisition of two
languages in bilingual children is slightly slower than the acquisition of the first
language, but bilingual children are better in concept formation and have greater
mental flexibility.
Interference between first second languages: linguistic and cognitive processes of
learning a second language in young children are generally similar to first language
processes; this teaches us that similar strategies and linguistic characteristics are
present in the first and second language learning in children.
Interference in adults: Adults who learn a second language manifest some of the
same types of errors found in children learning their mother tongue.
Order of acquisition: children learn a second language using a creative constructions
process, just as they do in their first language.