Influence of L1 on L2 Acquisition on 3-5 Years Old English Language Learners in the US

Influence of L1 on L2 Acquisition on 3-5 Years Old English Language Learners in the US
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The present systematic review seeks to investigate the role of the first language in second language acquisition among 3-5-year-old English language learners in the United States. Using a rigorous search strategy and inclusion criteria, the review identified nine studies that explored the relationship between L1 and L2 acquisition, as well as the advantages and disadvantages of L1 use in L2 education. The results indicate that L1 can serve as a bridge between L2 and learners' prior experiences and improve vocabulary acquisition, particularly for low-proficiency students. However, L1 interference can also hinder L2 mastery, particularly in morphology, syntax, and phonology. Interestingly, bilingual children scored higher in the discourse domain than monolinguals, indicating that exposure to L1 confers an advantage to English learners in narrative skill development. The implications of these findings for educators, researchers, and policymakers are significant in the sense that they emphasize the need to carefully consider the role of L1 in L2 instruction and strike a balance between leveraging its advantages and minimizing its potential disadvantages. The results of the current study provide a valuable foundation for informing evidence-based practices and policies that promote effective second language acquisition and linguistic success for all learners.
Influence of L1 on L2 Acquisition on 3-5 Years Old English Language Learners in the US
Introduction
Technological advancement has made the world a global village. Events happening in one part of the world have a major impact on another part of the same. Because of such changes, people have often found themselves interacting with others from different cultures. Proficiency in more than one language is advantageous in contemporary society as it facilitates intercultural interaction. The need to acquire more than one language has become critical, especially for learners who are seeking to compete on a global scale. Hence, proficiency in only the native language has been viewed as insufficient, especially for individuals seeking to work in a multicultural setting where people speak different languages. In other words, being bilingual has become a vital aspect of becoming a successful professional (Antoniou, 2019). Schools have recognized the need to prepare their learners to operate in a multilingual environment. Bilingualism has therefore become a critical part of the education system in many schools. With the need to teach learners a second language, it is important to examine the role of the first language in the acquisition of the second language. An understanding of the relationship is needed to ensure that teachers tailor their instruction to take advantage of the opportunities and address the challenges that emerge.
Research Question
To investigate the research topic, the following research question will be investigated.
RQ: How does the first language influence the second language acquisition among 3-5 Years Old English Language Learners in the United States? What are the advantages of first language to second language education? What are the disadvantages?
Significance of the study
There has been an increased demand for educators to adopt best practices intended to enhance the second language acquisition of learners owing to the increasing significance of bilingualism in contemporary society. By examining the relationship between first language and second language acquisition, the study will provide insights into the most effective strategies that teachers can use to teach a second language to young children. The information will be invaluable to educators who are seeking to develop language teaching programs that are both efficient and effective. Additionally, the study will identify the challenges that bilinguals' first language poses to the learning of a second language. This information will be essential in helping educators tailor their instruction to address these challenges effectively. Furthermore, by examining the impact of prioritizing second language proficiency over native language proficiency in an educational setting, the study will guide how educators can strike a balance between these two important aspects of language development.
Organizational Overview of the Study
In Chapter 1, the background and context of the research as well as the research questions and objectives have been outlined. Chapter 2 will examine existing literature on the relationship between first and second language acquisition in young children, including the opportunities that a native language presents in second language acquisition and the challenges that bilinguals' first language poses to the learning of a second language. The study's methodology will be described in Chapter 3, which will include a description of the systematic review process, data sources and search strategy, inclusion and exclusion criteria, and the quality assessment tools that will be used to evaluate the studies.
The results of the systematic review will be presented in the next chapter, followed by a discussion of the study's findings, including a summary of the most effective strategies that teachers can use to teach a second language to young children, and the challenges that bilinguals' first language poses to the learning of a second language. Finally, the study will conclude with a summary of the key findings and their implications for educators, along with recommendations for future research on this important topic.
Literature Review
As the need for bilingual individuals increases, teachers need to consider the best approaches to teaching a second language. Consequently, researchers have focused on examining the various factors that affect L2 acquisition with some of the identified factors including maternal education levels (Sorenson, Duncan, & Paradis, 2020), the learner’s environment (Paradis, Tulpar, and Arppe, 2016), and heritage language features (Meir, Walters, & Armon-Lotem, 2017). Notably, there have been mixed reports on the influence of L1 on L2 acquisition. To this end, some researchers have found L1 to have advantages to L2 acquisition (Madriñan, 2014), while others have identified L1 to have interfered with the L2 acquisition (Murakami and Alexopoulou, 2016). In this chapter, the factors affecting L2 acquisition and the advantages and disadvantages associated with L1 in L2 acquisition are discussed.
Factors Affecting L2 Acquisition
Notably, several researchers have focused on identifying the factors that influence L2 acquisition in children aged 3-5 years. Maternal input has been identified as one of the factors that influence language acquisition in children aged 3-5 years. Sorenson, Duncan, and Paradis (2020) conducted a study to investigate the influence of maternal education on L2 acquisition in children. The study showed that there is a complex relationship between maternal education and L2 acquisition, with children of mothers who have higher education in either language displaying higher levels of L2 achievement. This is likely due to the increased input these children receive in both languages from their more educated mothers. The study highlights the importance of maternal education in L2 acquisition and suggests that maternal education can have a significant impact on the success of L2 learning in children. However, the findings also suggest that this relationship is complex and nuanced, as maternal education in the L1 can also impact L2 acquisition. The study emphasizes the need for teachers and educators to consider the role of maternal education in L2 acquisition when working with bilingual children. Teachers should be aware of the potential influence of maternal education on L2 achievement and seek to provide additional support and resources to children who may not have the benefit of highly educated mothers. Overall, the study underscores the importance of considering the social and linguistic context of bilingual learners, including the influence of maternal education, in understanding L2 acquisition and promoting successful language learning.
The social environment has also been identified as a key factor that influences a child’s L2 acquisition. Paradis, Tulpar, and Arppe (2016) conducted a longitudinal study to investigate the factors that influence English as a second language (L2) acquisition among children with Chinese as their first language (L1). Their findings suggest that fluency in the L2 language is heavily dependent on the child's home environment, especially the home input. Specifically, the study found that the differences in L2 performance were heavily dependent on the home input as it determines the vocabulary picked up by the child. Children who received more exposure to English in their home environment had a more extensive L2 vocabulary and performed better in L2 tasks compared to children with less exposure. Therefore, the study highlights the critical role that the home environment plays in facilitating L2 acquisition among children with a different L1. This study's findings have important implications for language teachers, policymakers, and parents who are interested in promoting L2 acquisition among children from different linguistic backgrounds.
Further, the features of the heritage language of the learner have been identified as one of the potential factors that influence the L2 acquisition in a learner. In line with this, the feature reassembly hypothesis suggests that learners of a second language construct a new set of grammatical features from the input of the second language, based on the features of their first language. According to this hypothesis, the learner’s L1 features are reassembled and reconfigured to form the features of the L2 (Gil et al., 2013). This process of feature reassembly occurs through the interaction of the learner’s existing linguistic knowledge with the input of the second language, resulting in a new set of features that reflect both the L1 and L2.
To this end, Meir, Walters, & Armon-Lotem (2017) investigated the Feature Reassembly Hypothesis in the context of L2 acquisition among Russian Hebrew bilinguals. The study aimed to explore the bi-directional influence of the two languages on L2 acquisition and how similarities or differences in the properties of the languages impact the acquisition process. The results of the study supported the Feature Reassembly Hypothesis, suggesting that the influence between the two languages is bi-directional and that L2 acquisition is facilitated when the language properties between the L1 and L2 are similar. In contrast, L2 acquisition is more challenging when the language properties differ between L1 and L2. The study underscores the importance of considering the impact of L1 on L2 acquisition and highlights the nuanced relationship between the two languages in the acquisition process. These findings have significant implications for language instruction programs, emphasizing the need to consider the role of L1 transfer and the impact of language similarities or differences on L2 acquisition. The findings align with a study conducted by Dixon, Zhao, and Joshi (2010) that found the performance of bilinguals in various aspects of L2 to be heavily dependent on the features of their L1 language.
Advantages of L1 in L2 development
Madriñan (2014) conducted a study to pinpoint the role of the first language in the second language classroom. The study focuses on a sample drawn from a Columbian international school that has an English immersion program for kindergarten learners attending their first year at school. The investigator seeks to identify if the utilization of the native language in the classroom increases the comprehension of the second language acquisition process. The study establishes that the use of the native language can be beneficial, especially for learners with lower proficiency levels who have challenges with expression in the second language. Additionally, the author demonstrates that the native language can serve as a bridge between the second language and the prior experiences of the learners. Madriñan (2014) concludes that rather than viewing the native language as a hindrance to second language learning, it should be taken as a resourceful tool to support second language acquisition in the classroom. The author dispels the idea that the native language presents a barrier to the acquisition of a second language. Rather than considering the native language as a hindrance, Madriñan (2014) demonstrates the need for tutors to consider it as a connection to the second language.
Similarly, a study by Khan (2016) explores the impact of native language use on foreign language vocabulary. The study focuses on students from Saudi Arabia, whose native language is Arabic and whose second language is English. The investigator establishes that using the native language in a second language classroom is instrumental in improving vocabulary acquisition, especially for students with low-level proficiency. When teachers use native language to reinforce new vocabulary, it allows the learners to better understand the new words. However, the author cautions that excessive use of the native language may lead to an overreliance on the same, and hence make it challenging for learners to learn the second language in the long term. In other words, learners who overly on the native language to learn a second language may find it challenging to comprehend the new language altogether. Hence, while the investigator advocates for the use of the native language in enhancing the understanding of new vocabulary, he cautions against excessive use of the native language to avoid detracting from the acquisition of the second language. In this regard, the major focus should be on how to address the challenges that native language brings along when learners are acquiring a second language.
Notably, Kaushanskaya, Yoo, and Marian (2012) examine the influence of second-language experiences on native-language vocabulary and reading skills. The study demonstrates that second language experience affects native language processing. In this regard, people with a higher level of second language proficiency have a higher ability to process native language compared to those with lower levels of second language proficiency. Higher proficiency in a second language is instrumental in enhancing cognitive capabilities which are needed for language processing like attention and memory. The study highlights the need to appreciate the importance of a second language in making it easier for learners to learn the native language. Overall, the study demonstrates that a second language has a positive experience for learners wishing to advance their native language learning. The results of the investigation imply how teachers view the native language. Rather than considering the first language as a barrier, the researchers demonstrate the positive benefits that the native language presents in facilitating the learning of the second language.
Another advantage associated with L1 is the development of narrative skills in a learner. Haman et al. (2017) conducted a study to investigate how L1 and L2 exposure influences the performance of bilinguals in the L2 across four domains: discourse, grammar, vocabulary, and phonology. The study analyzed data from 233 children, including 145 English monolinguals and 88 Polish-English bilinguals. The study found that bilingual children scored lower in the three domains of grammar, vocabulary, and phonology, compared to monolingual children. However, interestingly, the bilinguals scored higher in the discourse domain, suggesting that exposure to L1 advantages the development of narrative skills. These findings highlight the complex and nuanced relationship between L1 and L2 acquisition, suggesting that the influence of L1 on L2 development may differ depending on the linguistic domain being considered. The study emphasizes the importance of considering the role of L1 exposure in promoting the development of specific linguistic skills in bilingual children. Educators and language instructors must consider these findings when developing language instruction programs for bilingual children, particularly in areas such as narrative skills where L1 exposure may provide a significant advantage. Ultimately, the study underscores the importance of a comprehensive understanding of the factors that impact L1 and L2 acquisition, including the role of exposure and linguistic domain, to support the successful development of bilingual children.
Disadvantages of L1 on L2 Acquisition
There have been multiple studies documenting the negative influence of L1 on L2 acquisition. Murakami and Alexopoulou (2016) conducted a study to investigate the influence of the first language (L1) on the acquisition of a second language (L2). The researchers collected and analyzed data from 10,000 written exams to assess the influence of L1 on L2 mastery, particularly on the development of L2-specific concepts. The study found that L1 may have a negative effect on L2 mastery, and the influence is morpheme-specific. Specifically, L1 can derail the acquisition of L2 mastery, particularly in the areas of morphology and syntax. These findings suggest that L1 interference can pose a significant challenge to learners of L2, and this challenge may be particularly pronounced in the areas of grammar and syntax. The study's findings have important implications for language teachers, curriculum developers, and language policymakers, highlighting the need to design L2 instruction that explicitly addresses L1 interference and targets areas of grammar and syntax that are most challenging for L2 learners.
In the same vein, Zdorenko and Paradis (2012) conducted a study to investigate the acquisition of the English article system in children with another heritage language. The study found that due to the influence of their first language (L1), children make article mistakes until at least the age of four. The L1 background of the children in the study included Mandarin, Spanish, Hindi, and Arabic. These findings suggest that L1 can be a significant barrier to L2 acquisition, particularly in the case of English articles. The study highlights the challenges that children with a different L1 face when learning English, particularly in the area of grammar. The findings underscore the need for language teachers and policymakers to consider the L1 background of learners when designing L2 instruction. Additionally, the study has important implications for researchers interested in understanding the complex interplay between L1 and L2 acquisition and the factors that influence successful L2 learning.
Derakhshan (2015) examines the interference that the first language can have on the acquisition of the second language. The author notes that the acquisition of a second language can become challenging due to the first language of the learner. Interference of the first language can occur in different areas of learning like syntax and semantics. Since some learners have already mastered the first language, they may find it challenging to adjust to the second language. The author notes that first language transfer, which demotes the utilization of the native language in the learning of a second language, can make it challenging to learn the second language appropriately. The transfer can result in an incomplete acquisition of the second language. The study highlights the importance of acknowledging the detrimental effects of the first language for learners wishing to learn a second language. Because of the potential interference, the researcher indicates the need for tutors to be aware of the potential interference and address the issues that emerge. The article demonstrates the need for teachers to adjust for learners who have already mastered a native language and allow them more time to deal with the interference that results from the same.
Similarly, Bhela (1999) explores first-language interference with second-language learning, where it majors on the effect of the learner’s first language on their utilization of the target language. The investigation seeks to unearth some of the challenges students face while learning a second language, because of their mastery of the native language. The investigator notes that the interference can occur in various ways and depend on a range of factors like the similarity of the first language to the second language. The study demonstrates the importance of taking into consideration the learner’s background, which helps appreciate the role that the first language can play in interfering with the second language. Teachers should acknowledge first language interference by offering explicit instruction and providing learners with much-needed autonomy. When acquiring a second language, the article highlights the need to appreciate that the first language interface will occur. It is therefore important for tutors to put in place strategies aimed at overcoming such interference to guarantee better learning outcomes for learners acquiring a second language.
Equally, a study by Yang and Fox (2016) provides evidence that L1 interference can negatively affect L2 acquisition, particularly with regard to acoustic features. The study showed that young Mandarin-English bilingual children tend to transfer L1 features to L2 features, which can lead to errors in their L2 production. This suggests that L1 interference can be a disadvantage for L2 learners, as it can impede their ability to learn and accurately produce the sounds of the L2. However, the researchers also highlight the importance of considering the social environment of the learner, as this can heavily influence the degree of L1 interference. Therefore, it is essential to acknowledge that the impact of L1 on L2 acquisition may vary based on individual and environmental factors. Considering the Yang and Fox (2016) study, language teachers should take a qualitative approach whe...