Arts & Humanities Journal|IJAH

Title: THE DYNAMICS OF FIRST LANGUAGE (L1) AND SECOND LANGUAGE (L2) ACQUISITION PATTERNS AMONG FILIPINO CHILDREN: A GROUNDED THEORY STUDY
Authors: Jeromil O. Enoc; MA. Ed.
Volume:3 Issue: 5
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Jeromil O. Enoc; MA. Ed. Cebu Normal University, Osmena Blvd, Cebu City, Philippines
MLA 8 Enoc, Jeromil O. "THE DYNAMICS OF FIRST LANGUAGE (L1) AND SECOND LANGUAGE (L2) ACQUISITION PATTERNS AMONG FILIPINO CHILDREN: A GROUNDED THEORY STUDY." Int. J. Arts&Humanities, vol. 3, no. 5, May 2019, pp. 198-206, ijah.org/more2018.php?id=15. Accessed May 2019. APA Enoc, J. (2019, May). THE DYNAMICS OF FIRST LANGUAGE (L1) AND SECOND LANGUAGE (L2) ACQUISITION PATTERNS AMONG FILIPINO CHILDREN: A GROUNDED THEORY STUDY. Int. J. Arts&Humanities, 3(5), 198-206. Retrieved from ijah.org/more2018.php?id=15 Chicago Enoc, Jeromil O. "THE DYNAMICS OF FIRST LANGUAGE (L1) AND SECOND LANGUAGE (L2) ACQUISITION PATTERNS AMONG FILIPINO CHILDREN: A GROUNDED THEORY STUDY." Int. J. Arts&Humanities 3, no. 5 (May 2019), 198-206. Accessed May, 2019. ijah.org/more2018.php?id=15.
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Keywords: Language acquisition, L1 acquisition, L2 acquisition, Language Acquisition Theory, L2 Reverse Acquisition Theory, Grounded Theory
Abstract: This grounded theory study aimed to explore how some Filipino children, born and raised in an L1-speaking environment, acquired and mastered English first and learned or acquired their first language only later. While many researches have already been conducted on L2 acquisition worldwide, and in the Philippines, L1 studies have just also started to gain much attention, this phenomenon has not been explored. Hence, an apparent knowledge gap about the experience of these children exists. Interviews were conducted among parents and guardians of sixteen children who passed the inclusion criteria. Then, thematic analysis, coding, and constant comparative analysis were employed resulting in the emergence of the new theory. The Second Language Reverse Acquisition Theory contains five stages and two cutting points. The first stage is prenatal exposure to L2, which ends with the first cutting point of the birth of the baby. The second stage is early childhood exposure to L2, which ends as the third stage starts - L2 acquisition first. The third stage ends with the second cutting point - exposure to L1. The fourth stage is L1 acquisition second, and the final stage is L1 and L2 dynamics. A model was created to help explain the theory or the phenomenon explored. The new theory has implications for English language teachers and language teaching practitioners in general.
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