Lynchburg City Schools

Language Acquisition

A number of general principles derived from current research and theory about the nature of language, language learning, human development, and pedagogy, underlie the ESL standards for language learning described by the National TESOL association.

Language is functional

Language, oral and written, is primarily a means of communication used by people in multiple and varied social contexts to express themselves, interact with others, learn about the world, and meet their individual and collective needs. Successful language learning and language teaching emphasize the goal of functional proficiency. This is a departure from traditional pedagogical approaches that view language learning and teaching primarily as mastery of the elements of language, such as grammar and vocabulary, without reference to their functional usefulness. Therefore, what is most important for ESOL learners is to function effectively in English and through English while learning challenging academic content.

Language varies

Language, oral and written, is not monolithic; it comes in different varieties. Language varies according to person, topic, purpose, and situation. Everyone is proficient in more than one of these social varieties of their native language. Language also varies with respect to regional, social class, and ethnic group differences. Such language varieties are characterized by distinctive structural and functional characteristics, and they constitute legitimate and functional systems of communication within their respective sociocultural niches. Additionally, language varies from one academic domain to another — the language of mathematics is different from the language of social studies. As competent language users, ESOL students already use their own language varieties. They must also learn the oral and written language varieties used in schools and in the community in large. What is most important for ESOL learners is to function effectively in academic environments, while retaining their own native language varieties.

Language learning is cultural learning

Patterns of language usage vary across cultures and reflect differences in values, norms, and beliefs about social roles and relationships in each culture. When children learn their first language, they learn the cultural values, norms, and beliefs that are characteristic of their cultures. To learn another language is to learn new norms, behaviors and beliefs that are appropriate in the new culture, and thus to extend one’s sociocultural competence to new environments. To add a new language, therefore, is to add a new culture. Learning a new language and culture also provides insights into one’s own language and culture. This is important for ESOL students because general education in U.S. schools tends to reflect a culture other than their own. If ESOL students are to attain the same high standards as native-English-speaking students, educational programs must be based on acknowledgment of, understanding of, respect for, and valuing of diverse cultural backgrounds. What is important for all language learners is to develop attitudes of additive bilingualism and biculturalism.

Language acquisition is a long-term process

Language acquisition occurs over time with learners moving through developmental stages and gradually growing in proficiency. Individual learners however move through these stages at variable rates. Rates of acquisition are influenced by multiple factors including an individual’s educational background, first language background, learning style, cognitive style, motivation, and personality. In addition, sociocultural factors, such as the influence of the English or native language community in the learner’s life, may play a role in acquisition. In many instances, learners “pick up” conversation skills related to social language more quickly than they acquire academic language skills. Educational programs must recognize the length of time it takes to acquire the English language skills necessary for success in school. This means that ESOL learners must be given the time it takes to attain full academic proficiency in English, often from 5 to 7 years.

Language acquisition occurs through meaningful use and interaction

Research in first and second language acquisition indicates that language is learned most effectively when it is used in significant and meaningful situations as learners interact with others (some of whom should be more proficient than the learners are) to accomplish their purposes. Language acquisition takes place as learners engage in activities of a social nature with opportunities to practice language forms for a variety of communicative purposes. Language acquisition also takes place during activities that are of a cognitive or intellectual nature where learners have opportunities to become skilled in using language for reasoning and mastery of challenging new information. This means that ESOL learners must have multiple opportunities to use English, to interact with others as they study meaningful and intellectually challenging content, and to receive feedback on their language use.

Language processes develop interdependently

Traditional distinctions among the processes of reading, listening, writing, and speaking are artificial. So is the conceptualization that language acquisition as linear (with listening preceding speaking, and speaking preceding reading, and so forth). Authentic language often entails the simultaneous use of different language modalities, and acquisition of functional language abilities occurs simultaneously and interdependently, rather than sequentially. Thus, for example, depending on the age of the learner, reading activities may activate the development of speaking abilities, or vice versa. Additionally, listening, speaking, reading, and writing develop as learners engage with and through different modes and technologies, such as computers, music, film, and video. This means that ESOL learners need learning environments that provide demonstrations of the interdependence of listening, speaking, reading, and writing. They also need to develop all of their language abilities through the use of varied modes and technologies.

Native language proficiency contributes to second language acquisition

Because, by definition, ESOL students know and use at least one other language, they have acquired an intuitive understanding of the general structural and functional characteristics of language. They bring this knowledge to the task of second language learning. Some ESOL students also come to the task of learning English and learning content through English already literate in their native languages. These learners know what it means to be literate — they know that they can use written forms of language to learn more about the world, to convey information and receive information from others, to establish and maintain relationships with others, and to explore the perspectives of others. Literacy in the native language correlates positively with the acquisition of literacy in a second language. In addition, academic instruction that includes the use of ESOL students’ native languages, especially if they are literate in that language, promotes learners’ academic achievement while they are acquiring the English needed to benefit fully from instruction through English. Native language literacy abilities can assist ESOL students in English-medium classrooms to construct meaning from academic materials and experiences in English. And, in learning a new language, students also learn more about their native tongue. This means that for ESOL learners the most effective environments for second language teaching and learning are those that promote ESOL students’ native language and literacy development as a foundation for English language and academic development.

Bilingualism is an individual and societal asset

Acquisition of two languages simultaneously is a common and normal developmental phenomenon and that acquisition of a second (or third) language can confer certain cognitive and linguistic advantages on the individual. To realize these benefits, however, advanced levels of proficiency in both languages are necessary. Therefore, the most effective educational environments for ESOL learners are those that promote the continued development of learners’ primary languages for both academic and social purposes. In addition, as noted earlier, bilingual proficiency enhances employment possibilities in the international marketplace and enhances the competitive strength of U.S. industry and business worldwide. This means that bilingualism benefits the individual and serves the national interest, and schools need to promote the retention and development of multiple languages.