Issues in English Second Language Acquisition
Introduction
All students have different learning styles and for Second Language learners or English-as-Second-Language (ESL) learners, the challenge faced by the ESL instructor is not only about using a differentiation-based method of instruction to convey the lesson (Peregoy & Boyle, 2013) but also about using a variety of methods to assess the ESLs (Gottlieb, 2006). ESLs come from a variety of different backgrounds; they have unique social contexts and socio-economic situations; they have different levels of communication skills, which makes measuring their L2 acquisition a challenge for the instructor if the instructor is not prepared to assess a group of students individually, based on where they are coming from and how much learning distance they have covered. This paper will examine the differences, problems and assessment issues within second language acquisition.
Differences
Backgrounds
Every ESL comes from a unique background—socially, culturally, economically and linguistically. They also have different levels of cognition, which means that understanding cognition and cognitive development, where children are cognitively speaking at specific ages and stages of development—all of that plays a part in how instructors can help ELLs acquire their second language. Some students will be from families where they have strong support systems in place; others will not. Teachers have to be cognizant of the different backgrounds of the students and how these backgrounds will impact their learning ability in the classroom. Making home visits is one way the ESL instructor can help to provide learners with the additional support they may need (Whyte & Karabon, 2016).
Learning Styles
While the concept of universal grammar has been explored by researchers in the past (Saville-Troike & Barto, 2016), there are many others. Indeed, the theories that explain language learning or second language acquisition are numerous and include the theory of universal grammar, semantic theory, sociocultural theory, processability, connectionism and many others. These theories are all helpful in their own ways in understanding how students acquire language skills and can be used to make decisions regarding curriculum, instruction and assessment of English learners for all levels in any school. For grammar related learning, language learning is based on understanding the rules and guidelines of how the language is meant to be used in sentences. For the natural approach, there is more freedom and the ELL is not even viewed poorly for mixing the L1 and L2 because this is seen as a part of the natural process of development in which the ELL is sorting out the languages in his or her own mind and finding the right expressions for the words. It is also important to understand that in this approach there can sometimes be the case that the right word is only available or known in the L1 and not in the L2, so there is a good deal of understanding that must be present here....
References
Bista, K. (2011). How to Create a Learning-Centered ESL Program. Online Submission, 10(31), 1-13.
Bonvillain, N. (2011). Language, Culture, and Communication: The Meaning of Messages, 6th edition. Boston: Prentice Hall.
Gottlieb, M. (2006). Assessing English language learners: Bridges from language proficiency to academic achievement. Thousand Oaks, CA: Corwin Press.
Peregoy, S., & Boyle, O. (2013). Reading, writing, and learning in esl: A resource book for teaching k-12 english learners.. Boston: Pearson Education, Inc.
Saville-Troike, M., & Barto, K. (2016). Introducing second language acquisition. Cambridge University Press.
Sireci, S. & Faulkner-Bond, M. (2015). Promoting validity in the assessment of English learners. Review of Research in Education, 39(1): 215-252.
Whyte, K. L., & Karabon, A. (2016). Transforming teacher–family relationships: Shifting roles and perceptions of home visits through the funds of knowledge approach. Early Years, 36(2), 207-221.
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