What Do Teachers Need to Know ESOL CPD – Module 1

What Do Teachers Need to Know About Second Language Acquisition?

Theories about how languages are learned can be complex. However, having some understanding of how people acquire and use languages can be useful to the teachers of English language learners.

Second language acquisition theories address: • cognitive issues (how the brain processes information in general and language in particular), • affective issues (how emotions factor into second language processing and learning), and • linguistic issues (how learners interact with and internalize new language systems).

The following key points are drawn from widely accepted theories of second language acquisition.

Key Point #1: Meaningful interaction and natural communication in the second language are necessary for successful language acquisition.

Learners need to use the language, not simply talk about it. Teachers need to provide opportunities and purposes for communication that reflect or relate to their lives (e.g., role-playing a travel scene or creating a chart with information on local travel services).

Younger children can practice present tense by asking each other, “Where do you like to go?” and making a class chart from the answers. Teachers should also use authentic materials in activities whenever possible.

Key Point #2: Language learners can monitor their speech for correctness when they have time to focus their attention on form and know the language rules involved.

Teachers should give learners sufficient wait time for activities, to communicate, and to monitor their performance.

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By integrating lessons on grammar, structures, and language rules that are relevant to the communication task at hand (e.g., present lessons on imperatives (-ing) when discussing giving directions) learners become familiar with correct structure in context.

Key Point #3 - Second language acquisition occurs when learners are exposed to language that is slightly above their level of comprehension.

When selecting classroom materials and in your own speech, consider exposing learners to language that is both at and slightly above what they can comfortably understand. Offer a balance of easier reading and listening activities with more challenging ones, as you would with most learners.

Key Point #4: People have affective filters (created by a variety of factors such as motivation, self-confidence, or anxiety) that can support or disrupt learning. ELL students are very sensitive to this.

Teachers should create a classroom environment in which learners feel comfortable using and taking risks with English.

Reflection: How do these generalities match or conflict with what you are already doing in your classroom?

Throughout this course, you will explore how good instructional strategies can be expanded and adapted for the English Language Learner.

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