Connectionism

Connectionism is a term used to discuss how knowledge is constructed in the brain in the form of massively interconnected sub-networks that store information that can be accessed by other sub-networks (Waring). It is appealing because it assumes that we learn by trail and error in successive steps, incrementally and through exposure to input. This results in strengthening or weakening interconnections. It is always changing because as new information is added new interconnections are made. Usually the connectionist idea is related to second language learning on the lower-level of cognition, such as vocabulary acquisition.
As a teacher, I can use this concept to keep in mind connecting previous material to current, new ideas when teaching so the interconnections can be strong. I want my students to move the knowledge from their working memory to their long-term memory so it can be retrieved for use later. This adds a new dimension to teaching because it means there needs to be many visuals during lessons and good vocal modeling because the more the senses are involved the more likely they will remember the information. After learning about the variety of theories that are applied to language learning, I have come to realize that maybe it's taking the most attractive aspects of each and combining and manipulating them to fit the needs of the students present.

Pidgins and Creoles

After reading about Pidgins and Creoles, I thought about the similarities it has with interlanguage. First of all, an interlanguage is no one's native language, like pidgins. Everyone is going to construct a one of a kind interlanguage based on their hold of the two languages in between. Interlanguage users are bilinguals since they have an L1 in place and additionally this interlanguage, emerging 2nd language. The pidgin phenomenon came about when people were transplanted from their homes, much like some kids or language learners in some cases. Also, the article discussed that in order for the creole-speakers to change their speech patterns there needs to be sufficient social mobility to motivate them. This can be compared to the environment in which a speaker using an interlanguage, for example a classroom. If the classroom does not provide opportunities to further learning and progress toward the target language, then there will be no movement and fossilization could set in. I find that the similarities help me connect the characteristics of pidgins and creoles to interlanguage.

Ch. 9

The beginning of this chapter discussed the history of cross-linguistic influences and the language learner. The first hypothesis to come about in this area is the Contrastive Analysis Hypothesis (CAH). This hypothesis claimed that, "the principal barrier to 2nd language acquisition is 1st language interference and that a scientific analysis of the 2 languages in question enable the prediction of difficulties a learner will encounter." This was manipulated and a strong version and weak version were established. Then came the Cross-Linguistic Influence (CLI) that replaced CAH. This hypothesis claimed that, "recognizing the significance of the role of the 1st language in learning a second language, but with an emphasis on the facilitating and interfering effects both languages have on each other."

Seeing the progression of ideas in this area made me realize that it's no wonder so many ELL students drop out of school. Teachers have a hard time keeping up with new research and concepts, therefore, are not necessarily implementing strategies that could help keep these students in school. For example, understanding that an ELL has an interlanguage that has a structurally intermediate status between the native and the target language will help teachers to not focus on every mistake that a learner makes. In other words, pick your battles because it can be easy to feel overwhelmed when learning a new language. When teachers have an understanding of typical additions, omissions, substitutions, and ordering errors, the direction of instruction can adapt and be modified to help overcome those errors. Finally, using effective feedback will help move the learner in the right direction and help prevent fossilization because the learner will continue to be motivated to learn.