How to Approach Written and Second Language Learning: Learning or Acquisition?

There is debate over written language and whether is it learned or acquired.  Beliefs regarding how written language and second languages develop affect the way a teacher teaches reading and writing (Freeman & Freeman, 2004).  Therefore, it is crucial to take a look at how these two develop, and the appropriate approaches to teaching reading and writing. There are two views of reading, the word recognition view and the sociopsycholinguistic view.  The word recognition view is that written language must be learned, and the sociopyscholinguistic view states that the ability to use written language is acquired (Freeman & Freeman, 2004).  There are also two views of writing.  The learning view says that writing must be directly taught, and the acquisition view is that writing is a form of output that reflects that language abilities a person has acquired (Freeman & Freeman, 2004).

Linguistics suggests that written and second languages are acquired rather than learned (Freeman & Freeman, 2004). Therefore, understanding that the acquisition/sociopsycholinguistic view is supported by research, and which types of learning activities align with these views is important.  This week's activity called for an in-depth look at each view and the activities that go along with the viewpoints.

Below, I have organized the activities provided by Freeman & Freeman as potential Learning or Acquisition approaches.  There are some activities that are considered to belong to both approaches. Explanations for choices are also included.

	Learning/Word Recognition	Acquisition/Sociopsycholinguistic View	Both Types of Learning
Student	- Look up words in the dictionary to write definitions. - Practice sounding out words. -Read in round-robin fashion. -Ask the teacher how to spell any word that they don't know. -Divide words into syllables. -On a worksheet, draw a line from each word to the picture that starts with the same sound. These choices align with the word recognition/learning view because the main task is identifying words.  Students are identifying words to comprehend a text.  Students study phonics rules to learn to sound out words (Freeman & Freeman, 2004).	-Correct peers when they make mistakes during reading. -Group cards with classmates' names by a criterion on such as first or last name. -Write rhyming poetry and then discuss different spellings for the same sound. -Read a language experience story they have created with the teacher. -Work in pairs to arrange words from a familiar chant into sentences. -Make alphabet books on different topics. These choices all align with the acquisition/sociopsycholinguistic view because they focus on meaning. Students are constructing meaning by interacting with language. Students produce writing and knowledge of the writing process develops as they learn how to convey their message.  Students begin with messages, and then study skills (Freeman & Freeman, 2004).	-Make a Venn diagram to compare two stories. Both the views include a long-term goal of being able to comprehend a text. This activity could be used from both viewpoints to construct meaning. -Identify words on a big book page that start with the same sound. This activity is skill based and deals with learning a specific sound as in the word recognition view.  Yet, it aligns with the sociopyscholinguistic view because students are interacting with text to acquire vocabulary.
Teacher	-Preteaches vocabulary. -Has students segment words into phonemes. -Uses decodable texts. -Teaches Latin and Greek roots. -Conducts phonics drills. -Uses a variety of worksheets to teach different skills. These choices align with the word recognition/learning view because the main task is identifying words.  Students are identifying words to comprehend a text.  They are studying skills and word parts to build meaning. Also, students study phonics rules to learn to sound out words (Freeman & Freeman, 2004).	-Does a shared reading with a big book. -Writes words the students dictate for a story and has students help with the spelling of difficult words. -Asks students to look around the room and find words starting with a certain letter. -Sets aside time for SSR. -Has students meet in literature circles. -Does a picture walk of a new book. -Teaches students different comprehension strategies.   These items all align with the acquisition/sociopsycholinguistic view because they focus on meaning. Students are constructing meaning by interacting with language. Students produce writing and knowledge of the writing process develops as they learn how to share their message. These also align because student have time to read silently and use strategies to construct meaning for a text (Freeman & Freeman, 2004).	-Makes sure that students read only books that fit their level. -Chooses predictable texts. Both viewpoints have a goal of comprehending texts, and in order to comprehend a text it must not be too difficult.  Therefore, these two strategies could fit in both viewpoints because students would get to construct meaning at an appropriate level.

Freeman, D., & Freeman, Y. (2004). Written and Second Language Acquisition. In Essential linguistics: What you need to know to teach reading, ESL, spelling, phonics, and grammar. Portsmouth, NH: Heinemann.