Understanding the key terms and concepts in ELT is essential for educators, students, and policymakers involved in English language education. Each term represents a critical aspect of the teaching and learning process, highlighting the diverse and dynamic nature of the field.
Acquisition vs. Learning
Language Acquisition
Language acquisition refers to the natural, subconscious process by which humans acquire language, usually during early childhood. It is how infants and young children develop their native language(s). Acquisition involves picking up language through meaningful interaction and exposure rather than explicit instruction. According to Noam Chomsky’s theory of Universal Grammar, humans are born with an innate ability to acquire language, which explains why children can learn complex grammatical structures without formal teaching. Language acquisition follows predictable stages, such as babbling, single-word utterances, two-word combinations, and complex sentences.
Language Learning
Language learning is gaining knowledge about a language through explicit instruction, typically in a classroom setting. It involves conscious efforts to study grammar rules, vocabulary, and pronunciation. Learning is more about acquiring explicit knowledge of language, such as memorising rules and vocabulary lists. While acquisition can occur effortlessly in early childhood, language learning becomes more challenging after the so-called critical period for language development, usually around puberty.
Bilingualism/Multilingualism
Bilingualism is the ability to use two languages proficiently. Bilingual individuals can switch between two languages seamlessly in different contexts. Multilingualism is the ability to use more than two languages proficiently. Multilingual individuals can communicate in multiple languages and may have varying degrees of proficiency in each.
Types of Bilingualism/Multilingualism
Simultaneous Bilingualism: Occurs when a child is exposed to and learns two languages from birth.
Sequential Bilingualism: Occurs when a person learns a second language after establishing a foundation in their first language.
Balanced Bilingualism: When an individual has equal proficiency in both languages.
Dominant Bilingualism: When an individual is more proficient in one language than the other(s).
Cognitive and Social Benefits
Bilinguals/multilinguals often exhibit greater cognitive flexibility, better problem-solving skills, and enhanced executive function. Knowledge of multiple languages fosters cultural awareness and empathy, allowing individuals to navigate different cultural contexts more effectively. Bilingualism/multilingualism can also provide economic benefits, such as increased job opportunities and higher earning potential.
Linguistic Competence vs. Communicative Competence
Linguistic Competence
Linguistic competence refers to an individual’s knowledge of the language system, including grammar, syntax, phonology, and vocabulary. It is the ability to produce and understand well-formed sentences. This concept is closely associated with Noam Chomsky, who distinguished between competence (knowledge of language) and performance (actual language use).
Communicative Competence
Communicative competence encompasses linguistic competence and the ability to use language effectively and appropriately in various social contexts. It involves understanding and producing language that is socially and culturally appropriate.
Grammatical Competence: Knowledge of the linguistic code, including vocabulary, morphology, syntax, semantics, and phonology.
Socio-linguistic Competence: Understanding how to appropriately use language in different social contexts, including knowledge of cultural norms and conventions.
Discourse Competence: Ability to produce coherent and cohesive spoken or written texts, understanding the rules of text organisation.
Strategic Competence: Ability to use communication strategies to overcome language gaps, manage breakdowns in communication, and enhance the effectiveness of communication.
Practical language teaching aims to develop communicative competence, ensuring learners can use the language in real-life situations, not just understand grammatical rules. Language proficiency assessments increasingly focus on communicative competence, evaluating grammatical accuracy and the ability to perform tasks in various communicative contexts.
The concepts of acquisition, learning, bilingualism, multilingualism, linguistic competence, and communicative competence are deeply interconnected in linguistics and language education. Understanding these concepts helps in designing effective language teaching programs that impart knowledge of language systems and prepare learners to use language effectively in diverse social contexts.