While young children generally acquire language naturally outside the classroom and without the benefit of explicit instruction, there is some debate as to how older students are able to gain proficiency in an additional language. While the communicative approach is generally a successful model because it presents language structures in the context of real functions (such as obtaining information), students are not always able to internalize new language structures solely through observation and modeling. This is one of many possible reasons why some immigrants who are never formally taught English might live in the United States for twenty years or more and acquire only a limited English proficiency. It is therefore recommended that EL instruction consist of both explicit language teaching (grammar rules, pragmatics, etc.) as well as ample opportunity for meaningful, real-life applications for language use.
EL benchmarks have been designed by WIDA to help teachers plan appropriate language lessons by grade span and English proficiency level. For more information, contact your building's EL professional.