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.