Understanding First and Second Language Acquisition

 Language is not just a tool we use—it’s part of who we are. And as bilingual teachers in training, understanding how languages are acquired can transform the way you see your students—and yourself. Let’s explore this topic in a clear, relatable way, with real examples, grounded theory, and gentle human insight.

1. First Language Acquisition (L1): Growing into Language Naturally

When does it begin? From birth. Infants begin acquiring their first language without needing grammar lessons or textbooks. They do it by listening, watching, and interacting.

In fact, children are not usually corrected when they make mistakes. And even if they are, they tend to stick with what feels natural to them. Consider this real interaction cited by Yule (2010):

Child: Want other one spoon, Daddy.

Father: You mean, you want the other spoon?

Child: Yes, I want other one spoon, please Daddy.

Despite the correction, the child returns to their original phrasing. Why? Because language acquisition at this stage is more about intuition and internal patterns than rules.

Caregiver Speech: Adults often speak to children using simplified forms like “choo-choo” or “tummy.” This kind of talk—called caregiver speech—is repetitive, engaging, and interactive. It creates a supportive environment where babies feel safe to experiment with language.

Stages of First Language Acquisition

Based on research by David (1989) and Yule (2010), we can observe:

• Cooing and Babbling (0–8 months): Early vocalizations like [i], [u], [ba-ba-ba], [ga-ga-ga].
• One-word Stage (12–18 months): Words like cat, cup, or even creative forms like [ʌsæ] that stand for full sentences.
• Two-word Stage (18–24 months): Phrases like mommy go or more juice. Vocabulary expands beyond 50 words.
• Telegraphic Speech (2.5+ years): Children begin forming full but simplified sentences like Daddy go bye-bye.

How Does L1 Develop?

• Morphology: Children begin to use grammatical markers like -ing, -s, and possessives (Mom’s hat).
• Syntax: They start forming basic questions and negatives (e.g., No want that! → I don’t want that.)
• Semantics: Sometimes, they overextend meanings. For example, calling the moon a ball because it’s round.

2. Second Language Acquisition (L2): A Conscious Journey

What’s the difference? While L1 is acquired naturally, L2 is often learned intentionally.

• Acquisition involves gradual development through natural communication.
• Learning is more conscious, involving grammar rules and vocabulary lists (Yule, 2010).

Methods of Learning L2

• Grammar-Translation: Focuses on grammar rules and vocabulary memorization.
• Audiolingual: Emphasizes spoken patterns and drills.
• Communicative Approaches: Centres on functional language use (e.g., learning to ask for things in a store).

Key Concepts

• Transfer: When learners apply L1 structures to L2 (e.g., Take it from the side inferior).
• Interlanguage: A unique learner language with features not fully from L1 or L2 (e.g., She name is Maria).

3. Language, Identity, and the Self

We don’t just use language—we become through language.

Identity is the story we tell about who we are. It’s personal, social, and dynamic. As DuBord (2014) explains, it includes both how we see ourselves and how others see us.

According to Bucholtz and Hall (2005), identity operates at multiple levels:

• Macro: Age, gender, ethnicity
• Local: Cultural roles in specific communities
• Interactional: Shaped moment by moment through conversation

Positionality

This refers to how social categories (e.g., being a woman, a student, or Afro-Colombian) shape how we speak—and how we’re heard. Our words carry signals about who we are, and who we are not.

Indexicality

This is the way language points to social meaning. For example:

• Saying /iŋ/ in walking can signal formality or education.
• Saying /in/ (walkin’) might signal casualness.

So, imagine someone using casual speech in a job interview—how might it be perceived?

4. Diversity and Language Teaching: A Call for Awareness

Language acquisition doesn’t happen in a vacuum. It’s shaped by who we are, where we come from, and how we are treated.

• Self-esteem, cultural heritage, and identity all affect how students learn (Miller et al., 2009).
• Teachers have the power to either reinforce stereotypes or celebrate difference.

According to Lakoff and Johnson, cultural groups define themselves through metaphors and symbols. A subculture’s way of speaking reflects its worldview—and we, as teachers, must listen.

Your students' language choices show how they see themselves and the world. Are we empowering them to speak their truth?

Whether it's a toddler forming their first sentence or an adult learner navigating a second language, acquisition is more than memorization—it's identity, emotion, and connection.

As future bilingual educators, your role is to guide, empower, and recognize the profound human journey that language represents. The truth is, every word your students learn builds not just their vocabulary—but their voice.

References (APA 7th ed.)

Bucholtz, M., & Hall, K. (2005). Identity and interaction: A sociocultural linguistic approach. Discourse Studies, 7(4-5), 585–614. https://doi.org/10.1177/1461445605054407

DuBord, E. (2014). Constructing identities through language: The interplay of identity and discourse in multilingual settings. Journal of Language and Identity, 5(1), 45–60.

Firth, A., & Wagner, J. (1997). On discourse, communication, and (some) fundamental concepts in SLA research. The Modern Language Journal, 81(3), 285–300.

Lakoff, G., & Johnson, M. (2003). Metaphors we live by (2nd ed.). University of Chicago Press.

Miller, J., Kostogriz, A., & Gearon, M. (2009). Culturally and linguistically diverse classrooms. Multilingual Matters.

Yule, G. (2010). The study of language (4th ed.). Cambridge University Press.