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It is important to correct errors, but in a selective way. Repeating their ideas while rephrasing is important because it allows them to be heard, but does not focus only on their mistakes. Under repeated mistakes it is important to correct these, so it does not continue to occur.

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-Focus on patterns that are developmentally appropriate
-Make the context meaningful

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We should not insist on English only because we are depriving students of the continuation of developing their first language and they will also suffer in learning in the content areas.

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Constant correction increases anxiety and limit participation, thus limiting development. It is important to be respectful and take it in stride without embarrassing student. 

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Constant correction increases anxiety and limit participation, thus limiting development. It is important to be respectful and take it in stride without embarrassing student. 

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While it is important for students to learn basic skills, many MLL students can become hung up on the process of reading, therefore, they do not pick up on context or meaning. It is important that they are able to understand and recall, so while structure is important, it can take a back seat

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-Use first language as a tool for learning
-L1 can help with academic tasks and development

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It is difficult to know if age is a factor for second language acquisition because there are many factors that play into language acquisition. However, it is important to note that younger learners are more able to draw on the intuitive strategies that they used to learn their first language. Adult learners, tend to have the advantage of better language skills in their own language, which can help with second language acquisition.

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We should not insist on English only curriculum as it may cause some language learners to resist learning English. Additionally, it can cause students to lose value in their original culture.

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No. As this decreases student self esteem and sense of pride.

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No. As this decreases student self esteem and sense of pride.

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As we age, our brains become more fixed in the way we see the world. This means, that older L2 learners may carry a heavy accent from the L1. Younger learners tend to acquire language while older learners tend to be able to bring in more comprehensible input due to contextual knowledge. However, older learners tend to be more nervous to use the language as they have higher stakes than younger learners. This can cause older learners to shy away and not try due to a fear of embarrassment.

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-Post puberty language acquisition: rarely sound like native speakers
-Reach a stage when performance fossilizes
-Older learners have more to catch up

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ESL students face tough challenges as they learn a second language. Some of these challenges are having to produce language that is beyond their current stage of development and having to learn curriculum and language at the same time.

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-Higher stakes
-More pressure
-Exposed to English in school but not always outside of school

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L1 is learned from the moment we are born, while L2 we are often left behind. L2 leaves the students attempting to catch up while L1 students are still making strides in their native language. There is also less stigma for younger learners to achieve and learn, reducing their affective filter significantly as the stakes are lower.