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There are many factors that contribute in the cognitive sense. Some of these are: genetic factors (or natural ability), attention, retention (memory), and setting (environment).

Age has an effect, as does the willingness to see something through.

A major contributing factor when considering English learners is how words or movements are interpreted, then manipulated.

One could argue the backbone of using these cognitive factors is memory.

Highly cognitive students can achieve 'Cross-language Transfer'.

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Language proficiency involves spoken and written word and is comprised of:

1. Phonology- Sounds. Intonation, pitch.

2. Morphology- Formations. Prefix, suffix, root words.

3. Syntax- Structure. Word placement and order.

4. Pragmatics- Etiquette. To use formal or informal language? Is humor appropriate? Is it my turn to speak?

5. Vocabulary/Semantics- Meaning. How intention is conveyed.

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Common knowledge states that the younger you start learning a language, the better you will be with that language (although a study was referenced during the reading that might contradict that thinking). Children's brains are still growing and open, and learning a language is much easier as a child.

The critical period is from birth to the age of nine. Noam Chomsky, who posits children possess a Language Acquisition Device in their brains, explains this is the period of optimal language learning.

Many children throughout the world live in the reality that they may not have eaten sufficient amounts of nutrients for the day/week, or do not know where their next meal will come from. This would have to greatly affect the learning of the students who are also attending school while hungry.

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Attitude!

Attitude!

Attitude!

The best way for students to learn and develop a worthy sense of confidence is through positivity and emotional support. Teachers should strive to provide an environment that is low stress and limits anxiety.

A negative learning atmosphere can zap all motivation and rob students of a truly rich academic experience.

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A student proficient or mastered in their first language might know the 'ins' and 'outs' of social interaction in their home country or dialect. New learners clearly need time and patience as they still need time to pick on social norms.

More specifically, personal beliefs and customs can and will always be present and affect the learning of individual students. Referencing this week's reading, there was a Cambodian woman who eventually overcame her obstacles and became a teacher. Part of her experience growing up with her parents' traditions was that she was not allowed to get into cars with teenagers. This can have tremendous effects on social life at that age and will definitely affect how a student responds in the classroom.

Furthermore, stereotypes and prejudices may impede the interaction between English learners and their primary speaking peers.

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Teachers should be first and foremost WELCOMING in their classrooms. Politics has the ability to affect any and everything, so the best a teacher can do is provide a wonderfully diverse and inclusive environment.

Steps should be taken to find out about each student's background and for teachers to provide relevant and relatable material for student's engagement.