Issues in English Second Language Acquisition Research Paper

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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. As for the language experience approach, it builds on prior knowledge and gives the student areas to develop and grow on. The scaffolding technique aligns with this approach and allows students to build on prior knowledge (Peregoy & Boyle, 2013).

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Ability to Communicate

Some ESL students will be able to communicate more effectively than others. As Bonvillain (2011) points out, communicative interaction is defined by more than just the words that are spoken; it is also defined by the context in which the words are spoken, the speakers themselves, the setting, the nature of the conversation (the purpose of the conversation) and the topic itself. Knowing these parameters can help an ESL understand how to communicate more effectively, and it is the instructor’s job to help every ESL understand how communication objectives can be achieved within these different sets of parameters. Communication is one of the major differences that second language learners and instructors will have to be cognizant of. Coming from different backgrounds and cultures will certainly impact this difference, as Hofstede’s model of cultural dimensions illustrates. Every culture has its own communication customs and expectations—so aside from the language of the learner and the instructor being different, the customs and manner in which the language is used and in which words are expressed are also likely to be different. That makes understanding communication all the more challenging.

Problems

Support

Making sure the ESL has enough support to stay engaged with lessons is one of the biggest problems ESL instructors can face (Bista, 2011). ESLs require learning-centered approaches, which can provide them with the ability to take ownership of their educative experience. However, is they have no support system in place, the learner can quickly fail to stay engaged and fall fast behind. Students’ background and home life situations should be assessed so that if there is no support system in place, the student can be provided one through the school. Additionally, schools should take care to have instructors on hand who can speak the native language of the learner to facilitate with the development of a support system as the learner transitions from the L1 to the L2. Support systems are essential for ESLs, particularly because they may be new to the country and may be experiencing culture shock, which can be quite debilitating if there is no support to help the learner absorb the shocks. Without supports, the learner can become isolated and withdrawn and feel completely disconnected from those around him. That is why it is so helpful just to have an instructor on hand who is fluent in the learner’s native language—and if there is no instructor on hand, the learner should have the freedom to enroll in a school where there is an instructor on hand who does know the learner’s L1—especially if the learner is new to the L2 and has no strong support….....

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