Understanding the Second Language Acquisition Process: The First Step in Understanding the Needs of Emerging Multilinguals (ELs)
What is the Second Language Acquisition Process?
When exploring the needs of Emerging Multilingual students (ELs, ELLs), understanding second language acquisition is crucial. Second Language Acquisition (SLA) refers to the process by which individuals acquire proficiency in a language that is not their native language. Understanding this process helps the educator tailor instruction to meet the student’s unique needs and developmental stages, fostering a more meaningful language learning experience for the student.
The second language acquisition process shares some similarities with first language acquisition but also involves unique challenges and factors. Students are expected to learn two types of language: conversational language and academic language. “The distinction between academic and conversational proficiency was first articulated by Jim Cummins, who coined the terms basic interpersonal communicative skills (BICS) and cognitive academic language proficiency (CALP) years ago and has written extensively about them…” (as cited in Goldenberg, 2010). Conversational language is informal and acquired more easily than academic language. Academic language is the language used in textbooks, writing, and academic conversations. Students can acquire conversational language in a couple of years, but take much longer to master academic language. Cummins (1986) reports that it takes five to seven years to approach proficiency in tests of academic English. He explains that native English Speakers are not standing still while English Learners are trying to catch up. Native speakers are building academic language quickly, gaining subject matter knowledge and language ability. Advocates of immersing kids in the language feel that this is a non-issue, while advocates of using primary language for instruction do not believe it’s that simple (Goldenberg, 2010). Language acquisition is a dynamic and ongoing process. Proficiency continues to develop over time, and individuals may continue to refine their language skills throughout their lives.
“Research in language acquisition supports the hypothesis that we all acquire language the same way-by understanding messages” (Krashen & Biber, 1988). The messages that are understood and that the brain receives, referred to as “comprehensible input,” make the acquisition of language inevitable (Krashen, 1988). The more background knowledge a student has, the more comprehensible the input. Having background knowledge increases comprehension, therefore increasing language acquisition.
The acquisition of language takes time; it is a slow process that occurs in a relaxed and nurturing environment. Pressure from a parent or teacher to learn language quickly in a pressured high stakes learning environment will not accelerate the process.
Stephen Krashen’s work includes 5 Hypothesis of Language Acquisition, specifically, Input Hypothesis and Affective Filter Hypothesis, are very important to consider when working with Emerging Multilingual students:
- Input Hypothesis:
- Stephen Krashen proposed the Input Hypothesis, which emphasizes the importance of comprehensible input. Learners acquire language best when they are exposed to language that is slightly beyond their current proficiency level but still understandable. This “i+1” input encourages language development.
- Affective Filter Hypothesis:
- Krashen also introduced the Affective Filter Hypothesis, suggesting that emotional factors, such as motivation, anxiety, and self-confidence, can impact the effectiveness of language acquisition. A positive affective filter promotes better language learning outcomes.
Educating English learners will never be a one-size-fits-all model but successful programs should be continuously analyzed and used as a foundation to develop curriculum, teaching strategies, and authentic assessments for ELs. While some language acquisition occurs naturally through exposure, formal instruction such as classroom learning can play a significant role in second language acquisition.
With limited resources and guidance, some districts are simply avoiding the issue or taking approaches that fail, as substantiated by the consistent EL achievement (opportunity) gap . Understanding the Language Acquisition process is a first step in understanding the academic needs of Emerging Multilingual ELs. The needs of Emerging Multilinguals cannot be wished away or ignored. Educators must have patience and an understanding of the English language acquisition process, literacy, and language proficiency, especially those who have an opportunity to work with Emerging Multilinguals. Effective teaching methods and approaches are essential for facilitating language learning. Classrooms should be a place where information is comprehensible and accessible to all students, regardless of their English proficiency level.
Cummins, J. (1986). Bilingualism in education: Aspects of theory, research, and practice. New York: Longman Inc.
Goldenberg, C., Coleman, R. (2010). Promoting academic achievement among English learners: A guide to the research. Thousand Oaks, CA: Corwin.
Krashen, Stephen D. (1988). Second Language Acquisition and Second Language Learning. Prentice Hall International.
