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In Other Words: The Science And Psychology Of Second-language Acquisition, by Ellen Bialystok, Kenji Hakuta
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More than five thousand languages are currently spoken around the globe. Learning to speak one of them is virtually effortless for most of us, so why is it commonly so difficult to learn a second language? Unraveling this mystery, two top researchers in the field explain how language acquisition can be an odyssey of self-discovery.
- Sales Rank: #1752598 in Books
- Published on: 1995-10-20
- Original language: English
- Number of items: 1
- Dimensions: 8.50" h x .60" w x 5.50" l, .75 pounds
- Binding: Paperback
- 256 pages
From Publishers Weekly
Although a person's ability to learn a second language declines continuously with age, recent research summarized in this survey suggests that adults are more capable of second-language acquisition than most people assume. In an academic treatise that will appeal primarily to theorists, linguists, psychologists and educators, the authors, both professors of psychology (Bialystok at England's York University, Hakuta at Stanford), stress that learning a second language fosters new ways of organizing concepts and of thinking. Language proficiency, they note, defies easy explanation, since research has found no systematic correlation among personality, motivation, cognitive style, intelligence and the ability to learn a second language. They conclude with suggestions on ways to make language teaching culturally sensitive and responsive to a student's specific situation.
Copyright 1994 Reed Business Information, Inc.
From the Back Cover
Ellen Bialystok and Kenji Hakuta view second-language acquisition as one way of coming to grips with the fundamental nature of language, mind, and brain. Although they have conducted some of the key research in the area of second-language acquisition, they also work more broadly in the fields of cognitive and language development as well as in education policy, and thus they are ideally suited to address this issue. Using an array of vivid illustrations, lively anecdotes, and fascinating research examples, they show how five elements - brain, language, mind, self, and culture - make up the complex ecology of language learning. The book considers vital questions: Is the brain "hard-wired" for language learning? Why are the mental operations that allow us to learn language different from those we use to solve math problems or play a musical instrument? How do differences between languages affect language learning? What are various cultures doing to encourage bilingualism?
About the Author
Ellen Bialystok is professor of psychology at York University in Toronto and the author of three books, including Communicaiton Strategies and Language Processing in Bilingual Children.
Kenji Hakuta is professor of education and linguistics at Stanford University and the author of The Mirror of Language.
Most helpful customer reviews
35 of 37 people found the following review helpful.
"In Other Words"
By Deva R. Hymen
"In Other Words" Stanford language researchers Bialystok and Hakuta provide a detailed overview of current research in primary and second language learning. Chapters focusing on the relevance of brain, mind, self, and culture in language learning and the implications of each for acquiring a second language are supported by critical evaluations of research and theory. This is a smorgassbord of tasty ideas for anyone interested in linguistics, language, and the human mind. As a graduate student in Education, I appreciated the breadth of research and ideas represented in only 219 pages. A terrific overview of issues in the academic arena of language and literacy.
16 of 19 people found the following review helpful.
a good review of the research--if you can understand it
By Goggle-Eyed Slewfoot
Just two criticisms:
1. The authors are not always objective. They belittle writings which other people might find valuable.
A student of the Japanese language might profit from Ueda's list of 16 ways to avoid saying no. In 1954, McCarthy arrived at statistics regarding how many words are known by the average child at each age. A student learning a foreign vocabulary might be motivated by reading these statistics and competing with children of a particular age. Both of these writings are denounced by Bialystok & Hakuta.
2. Most of the sentences are complex and abstract:
"It is our opinion that an integrated view that assembles components from various disparate sources in both theory and practice, which annotates those sourses with an analysis of their relevant and irrelevant features and then attempts to piece them together in a complex pattern, is precisely what practitioners need in order to allow them the freedom to interpret those patterns for their own purposes and from their own point of view."
If you are a good enough reader to understand that, be my guest.
4 of 4 people found the following review helpful.
Good book for ESL teachers
By Lili
In Other Words: The Science and Psychology of Second Language Acquisition was written by Ellen Bialystok and Kenji Hakuta and published by Basic Books in 1994. The book provides a complete theoretical review on the development of second language learning and teaching. The authors discuss why it is easier for some and more difficult for others to learn another language. They organize the book based on five factors that they consider will make up the frame of second-language learning. These factors are language, brain, mind, self, and culture and are innate in those learning a second language. The authors explain how experiences may differ for every one and that the significance of a second language may depend on who is acquiring/learning the second language and what second language is being learned. The author's closing arguments are very optimistic for those who are in the process of learning a second language and those who have failed in the past and wish to give learning a second language another try. In page 206 of their book, Bialystok and Hakuta state, "There are no absolute barriers to second-language acquisition", thus, they encourage educators to consider using a variety of teaching technique to fulfill the needs and desires of the learners because no single correct approach is sufficient by itself to achieve language proficiency. The book covers a lot of material in a small space, is well written, interesting - and even entertaining. It provides a needed background for beginning language teachers and tutors at all levels.
Criticisms
It focuses too narrowly on oral/aural learning. It pays lip service to learning to read/write in a phonemic language but has nothing to say about ideographic languages (pictographic and logographic).
There is a major deficiency in its oral/aural section - it only touches on poetry and song - and tonal languages. It does not say anything about people with various kinds of hearing deficiencies such as the inability to hear some tones within the normal hearing range.
In summary, I recommend the book be considered for background reading in education courses directed to language teachers and teaching, specially to those teacher who have second-language learners in their classrooms.
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