AGEISM IN SLA Chris Khonngam EDUC 6171 Ageism in SLA I found the biological perspective regarding adult learning

to be most interesting as the subject of brain plasticity is a hotly debated topic in Second Language Acquisition (SLA). First

suggested by Wilder Penfield (Penfield & Roberts, 1959) and elaborated upon by Eric Lenneberg in his book, Biological Foundations of Language (1967), the Critical Period Hypothesis states that if a first language is not acquired before puberty that mastery is unachievable due to reduction of the brains neuroplasticity. These ideas were supported in part by observations of feral children who failed to successfully acquire language without social interaction in early childhood. While a strict interpretation of the brain localization, whereby different regions of the brain are reserved for specific functions, has been minimalized by research in rehabilitation studies of the central nervous system that shows areas of the brain can be reallocated (Merriam et al, 2007, p. 304), the widely held belief that language is best learned before puberty remains one of the most confounding concepts in applied linguistics. While no physiological limitation has been proven that limits adults in SLA, examples of those who have achieved native-like proficiency are few and far between (Brown, 1994). Even if one subscribes to the concept of maturing plasticity of the brain (Merriam et al, 2007, p. 304) one cannot argue that the perceived effort required in SLA increases with increasing age. Combined with natural deterioration of the senses (Ibid, p. 302), this presents a formidable obstacle for the adult instructor. Having taught computer classes for senior citizens, I am sensitive to elder learners need for repetition, clear sound, and larger visuals. The other aspect I found useful was the psychological perspective, especially Eriksons Stages of Psychosocial Development (cited in Merriam et al, 2007, p. 306). This is a classic of developmental psychology, and in my view is the best model for incorporating ageism into

AGEISM IN SLA Chris Khonngam EDUC 6171

instructional development. The other models of identity development, including those specific to race (Helms, 1990, cited in: Merriam et al, 2007, p. 309) and sexual identity (Case, 1979, cited in: Merriam et al, 2007, p. 310) can craftily be incorporated into Eriksons model. Upon examination of the ideas of Helms and Case, these authors admit their concepts are based on self-identities influenced by Western culture. Having taught in Asia, I find it difficult to relate their concepts to my situation of teaching English as a Foreign Language (EFL). But I can still relate Eriksons model to the developmental stage of foreign students. In general, I found too much overlap between the psychological and sociocultural aspects presented in the readings, perhaps suggesting that it is difficult to separate the two factors. Learning language and social-cultural identity are interrelated, as referenced in Lev Vygotskys seminal work Thought and Language (1986), where he suggests that all learning begins first as a social activity which is then internalized. The motivating factor for many adult students in SLA is role-based, be they advanced students, skilled workers, or world travelers. Accommodating these learners is the rationale for English for Specific Purposes classes. While integrating the various factors presented may be the obvious approach, I am concerned that doing so overgeneralizes and dilutes practical learning theory. Alternatively, I suggest creating a demographic profile of the target learner that summarizes the attributes of the best models, including those of Piaget, Erikson, and Vygotsky, allowing the instructor to guide learners towards adopting learning strategies that best suit their needs and ensure that a healthy variety of learning styles are accommodated in the classroom.

AGEISM IN SLA Chris Khonngam EDUC 6171 References Brown, H. D. (1994). Principles of Language Learning and Teaching. NY: Prentice Hall. Merriam, S. B., Caffarella, R. S., & Baumgartner, L. M. (2007). Learning in Adulthood: A Comprehensive Guide. John Wiley & Sons. Lenneberg, E.H. (1967). Biological Foundations of Language. Wiley. Penfield, W.; Roberts L. (1959). Speech and Brain Mechanisms. Princeton University Press.