In this post, I want to focus on the factors in successful language acquisition on pages 9 to 11 of the Ontario ESL Curriculum for Grades 9-12. This part indicates that the research studies show that for an ELL to catch up to age peers using English for academic purposes, they need five years or more. Although they can function effectively in everyday language situations in a year or two, academic language requires more time to develop. The factors affecting the success in language acquisition are divided into two subheadings; general factors and school/classroom factors. Firstly, general factors are influenced by the time that the newcomers need to adjust to the new culture (acculturation process), the migration experience that they have been through, whether positive or negative-time spent in refugee camps, personal trauma, political upheaval-, the level of first language development, prior experience with English, the student’s personality or motivational factors, the amount and quality of prior schooling, and the presence of any learning exceptionalities. As a teacher, I have no control over the issues that are categorized under the general factors. However, I have significant autonomy on the second and the most crucial factor, school and classroom factors. A number of school and classroom factors that have a positive influence on English language acquisition are listed as following: a caring classroom environment, the amount and quality of ESL or ELD support, extended conversation in English, supportive language feedback, maintaining and developing the first language, parental involvement and emotional responses towards learning.
Since the ELLs have limited language ability, they can not show teachers and their peers their background knowledge, intelligence, interests, or personality (e.g., sense of humour) in a free and easy way. Thus, they tend to withdraw themselves from social interaction, which further limits the input they receive. Cummins and Early (2013), in “Big Ideas for Expanding Minds,” lay out the theoretical foundation for teaching English language learners in mainstream classrooms. They highlight the importance of creating an accepting and safe environment for ELLs to build up their self-esteem in the second language. On the other hand, Horwitz, Horwitz, and Cope (1986) argue that foreign language anxiety (FLA) is specific anxiety that some people experience when learning or using a second language. They suggest that foreign language anxiety is similar to some other well-known anxieties such as public speaking anxiety or test anxiety. Specifically, they think that FLA is related to the discomfort some people feel when their limited language proficiency keeps them from "being themselves" when using the new language. Here are some suggestions to reduce the stress level for ELLs in your classes:
1- Attack negative thoughts: One of the most effective ways to help your students deal with anxiety is to attack their negative thoughts. Many anxious students provoke their anxiety by setting unreasonable standards for their performance. Teachers can help students simply by identifying perfectionist tendencies that keep them from recognizing their language learning successes. In essence, the teacher should help anxious students to focus less on what they are doing wrong and more on what they are doing right.
2- Student-centered lessons: Teachers should plan their lessons from the students' perspective. In other words, teachers should ask themselves whether an activity may be embarrassing or anxiety-provoking for students.
3- Create opportunities to discuss anxiety: Many students find it tremendously helpful to know that their teacher acknowledges the reality of their anxiety. Anxious students almost always benefit from finding out that they are not alone in their struggles. Therefore, teachers are encouraged to discuss language anxiety openly with their students.
Source: Horwitz, E.K., Horwitz, M.B., and J. A. Cope (1986). Foreign language classroom anxiety. The Modern Language Journal 70, 125-132.