ESOL 674: Second Language Acquisition for Multilingual Learners
Prerequisites: Second Language Acquisition for Multilingual Learners
Credit Hours: (3)
This course examines foundational theories, processes, and variables involved in second-language
acquisition, with emphasis on multilingual learners in K–12 schools. Candidates explore
social and academic language development, differences between first- and second-language
acquisition, interlanguage formation, cross-linguistic transfer, bilingualism, affective
factors, literacy development, and contextual influences on language learning. Instruction
focuses on applying SLA research to ML instructional decision-making, assessment,
and literacy support.
Note(s): This would be a fully asynchronous class.
Detailed Description of the Content of the Course
Topics include but are not limited to:
- Social vs. academic language functions; BICS and CALP
- Registers, academic language demands, and language functions in content areas
- First- vs. second-language acquisition processes
- Bilingualism: simultaneous and sequential
- Positive and negative transfer
- Interlanguage development and learner approximations
- Developmental sequences in SLA
- Phonemes, graphemes, and phonics
- Stages of reading and writing development for MLs
- Cross-linguistic literacy transfer; orthographic systems
- The role of L1 literacy in L2 literacy development
- Affective factors: anxiety, motivation, identity, attitudes
- Non-linguistic variables affecting performance (socioeconomic, emotional, physical)
- External and environmental influences on SLA
- Implications for instructional planning, differentiation, scaffolding, and assessment
Detailed Description of Conduct of Course
Course will include but is not limited to:
- Interactive seminars, lectures, and discussions
- Analysis of SLA case studies and ML learner profiles
- Application activities based on SLA theories
- Examination of classroom language demands and developmental sequences
- Cross-linguistic transfer analysis
- Multimedia content illustrating SLA processes
- Small-group problem-solving and collaborative tasks
- Reflective writing and professional application tasks
- Reading and analysis of research-based SLA models
- Online modules focusing on academic language and literacy development
Student Learning Outcomes
Upon successful completion, students will be able to:
- Distinguish between social and academic language functions and identify language registers,
BICS, and CALP.
- Explain similarities and differences between first- and second-language acquisition
and describe how L1 influences English development.
- Identify and analyze bilingualism types (sequential vs. simultaneous) and patterns
of positive and negative transfer.
- Describe research-based SLA theories, processes, and developmental sequences, including
the role of receptive vs. productive skills.
- Explain interlanguage development, including fossilization and learner approximations.
- Describe the relationship among phonemes, graphemes, and phonics and identify appropriate
decoding and invented spelling stages.
- Identify stages of ML reading and writing development and differentiate between decoding
and comprehension.
- Analyze the influence of L1 literacy on L2 literacy, including orthographic and rhetorical
patterns.
- Identify affective factors influencing SLA, including anxiety, motivation, and attitudes.
- Analyze non-linguistic influences on ML academic performance (e.g., socioeconomic,
emotional, physical).
- Apply SLA theories and developmental knowledge to instructional planning, scaffolding,
and assessment decisions for multilingual learners.
Assessment Measures
Assessment may include:
- BICS/CALP Analysis and Academic Language Task
- First vs. Second Language Acquisition Comparison Paper
- Interlanguage Case Study
- Cross-Linguistic Transfer Project
- ML Literacy Development Analysis
- Affective Factors Reflection
- Final SLA Application Project (instructional implications)
- Participation and Discussion-Based Assignments
Other Course Information
This course fulfills the linguistics requirement for the ESOL Certification Pathway
and aligns with Praxis ESOL 5362 competencies and Virginia ESOL endorsement standards.
This would also be a required course in the M.S. in Literacy program.
Review and Approval
May 5, 2026