L1 and L2 and Second Language Acquisition (SLA)

Remember! Repetition is an excellent teaching attribute so, now and again, we’ll remind you of a few things mentioned earlier in the course.

As mentioned before, L1 is the label given to a person’s first language (the student’s native language, e.g., Mandarin). When this person learns a second or foreign language (e.g., English), this additional language is labelled the person’s L2 language.

So, all the students you will be teaching will have a non-English language, e.g., Mandarin, as their native/first language (L1) and you will be teaching them English which will be a second or foreign language for them, known as L2. 

Now, let’s explore the critical area of Second Language Acquisition (SLA). SLA is the term used for learners learning a second language after their first language is already established.

There's no doubt that L1 learners learn differently from L2 learners. It's vital that you reflect on the key differences.

You can probably work out for yourself the key points relating to L1 learning as you have been an L1 learner. Let's reflect on this.

Time to reflect

Can you identify any differences between an L1 learner learning her native language and an L2 learner learning his second or foreign language? Try and do this without looking at the next Section.

Take some time out to make a drink or sandwich and reflect on this.

Then you can return to check your thoughts with what we think below.

Well done!

L1 learner

• Generally immersed in language at all times from birth
• Wants, needs and is motivated to communicate by signs or baby words, with meaning, e.g., I want some food!
• Adults often praise and encourage the child's use of language, spurring her on to more significant linguistic achievements
• Gets a lot of attention to aid the learning
• Learns by playing and experimenting with the new language, and lots of time to do so
• Not often corrected

Let’s now consider the L2 learner’s learning situation

L2 learner

• Not intensively exposed to the L2
• Most often exposed by being taught the English language in the classroom; often limited exposure outside the classroom
• May not be motivated, but could be, though
• Often only learns through interaction with you and his classmates – may not be motivated to try out functions outside of the classroom.
• Often learns by using language in a controlled setting with you and other students and often with lots of controlled practice activities
• Teachers vary in the amount they praise or encourage L2 learners – some teachers may not do this effectively, certainly not as effectively and frequently as a mother/father/carer would do in an L1 situation. When you see good, specific examples of positive behaviour, praise your students. 
• The learner typically receives limited attention from the teacher.
• Many teachers regularly correct learners for accuracy; this can be demotivating for some learners.

So, there are some significant differences in L1 and L2 learning. Remember these and another piece will be in place in your ‘Good Teacher Jigsaw'.