NEUROBIOLOGICAL, COGNITIVE, AFFECTIVE

AND LINGUISTIC CONSIDERATIONS

A N D R E A B E L É N C A M P A Ñ A M E J Í A

NEUROBIOLOGICAL CONSIDERATIONS

Hemispheric

lateralization

• As the human brain matures, certain functions are assigned, or "lateralized," to the left hemisphere of the brain, and certain other functions to the right hemisphere

• Language functions are assigned to the left hemisphere

Biological Timetables

• As all animals growing process, humans too have a period in which a human being acquire his identity and it is related according all the aspects that surround them, one part of identity is language and once first language is acquire brain doesn’t need other language, that is why native language is always first, not second.

Right-hemispheri

c participati

ons

• Right hemisphere works to give brain some strategies to acquire language after brain lateralization process

COGNITIVE CONSIDERATIONSSensorimotor stage (birth to

two)

Preoperational stage (ages two to seven)

Operational

stage (ages

seven to sixteen)

Concrete operational

stage (ages

seven to eleven)

Formal operational stage (ages

eleven to sixteen)

The dominance of the left hemisphere occurred when a child matures contributes to a tendency to over-analyze and be too intellectual focused on the task of learning a second

language

AFFECTIVE CONSIDERATIONS

Humans are emotional creatures,

and express our feelings is an

important part of our nature.

Children has less inhibitions than adults, that is why they are nor

afraid to make mistakes learning a

language.

Ego-language is a theory in which the

brain understands that the new language and attacks his identity is established and why

learning a second language is no longer achieved as native.

Bad attitudes influence in language learning

too, if we have a preconceived idea

about certain language or people, we would not

learn well.

Peers pressure is when we fell press by other people to speak in a

certain way, and uses specific words, It

generate unconformity in learning.

LINGUISTIC CONSIDERATIONSBilingualism

The acquisition of two languages in bilingual children is slightly

slower than normal for the first language acquisition time. But

bilingualism children have more learning techniques than

monolingual children

Interference between first second languagesLinguistic and cognitive processes of learning a

second language in young children are presents in the

processes used on first language

Interference in adultsThey also use their knowledge of

grammatical rules of first language to help them to express themselves in second language, the first language, however, can

be used more easily to fill the gaps that the adult student cannot fill the generalization in the second

language.