Technology, Natural Linguistic Environment and Adult L2 Acquisition: A Hypothetical Simulation and Empirical Assessment of Tagalog
Dr. Boots Y. Pascual.
The initial, but still prevalent and highly cherished, tenets of the communicative approach to adult second/foreign (L2) language learning and pedagogy purport to make language most acquirable and L2 learning most effective, when the learner is placed in the language’s natural surrounding. In the case of Tagalog/Filipino, the Philippines’ most taught language in the U.S., this philosophy underlies the reason-for-being of at least 3 summer programs that recruit Filipino-American students from U.S. campuses for intensive Tagalog L2 training in the Philippines. On the other hand, diverse proponents of computer-based language teaching (CBLT) have demonstrated varying modes of technology use in the service of L2 instruction as well as varying degrees of success. Both pedagogical philosophies have come under examination and critique by L2 acquisitionists who argue that it is neither the natural environment of the language nor the use of technological intervention per se that enables adult L2 acquisition, especially optimal success, but, rather, how language is focused on and learner needs considered in the pedagogical process (cf. Long, various dates; Doughty 1982, 1989, 1998). In this paper, actual texting data collected by and received by the author–researcher will vindicate this critique. More specifically, empirical examination of collected language data will demonstrate how this combination of erstwhile ideal conditions – i.e., natural linguistic environment and technological intervention – can, in fact, even become lethal to L2 acquisition.
Dr. Boots Y. Pascual (United States)
Visiting Assistant Professor
Department of Theatre and Dance Intercollegiate Department of Asian-American Studies
As a professor of Acting, Directing and Asian-American Theatre/Multicultural Theatre, I am keenly interested in the politics of representation, specifically the political implications of performance style. But caught between the passionate desire of many Filipino-Americans to recover a part of their heritage through language, and being a bearer of that tradition, I have become keenly interested in issues of adult L2 acquisition, particularly of Tagalog, specifically the effectiveness of current instructional methods.
Person as Subject
(30 min. Conference Paper, English)