What factors affect language acquisition? by

How does the social context of the language learning environment affect second language development in school?

mdaito0024 — 2024-10-22 00:37:36 UTC

Many immigrants may feel overwhelmed with their new surroundings. Some may struggle for months and years to come and may drop out of school. But social context of the EL student's environment can be used to their benefit if they are surrounded with opportunities to hear it and use it. The social environment can feature the new language not just in the classroom, but every where else, like the shopping malls, movie theaters, newspaper, television etc. Classroom learning can be solidified and expanded to the extent of the larger community. As time goes by, they are also confronted with forging a new identity for themselves that incorporates their home language and home culture along with those of their new society.

How does the socio-cultural and political factors affect second language development in school?

mdaito0024 — 2024-10-22 23:43:29 UTC

Social interaction with native speakers is helpful for EL students placing them in the same room as native speakers can't guarantee social interaction or language acquisition. Research shows that stereotypes, prejudices, status, and power differences exist in class rooms and school settings. This may also impede interaction within native speakers and students. EL students may also have their own natural tendencies to affiliate with one's own linguistic, social, and ethnic group. This may also work against the kind of social interaction that facilitates language acquisition. As teachers, we need to look closely at the larger social and political context in which our students live and learn. This can also affect relationships between native speakers and English learners. We need to consider the following. Who are my English speakers? Who are my English learners? Are they from the same social class or not? Are they from the same ethnic group or not? Would they want to interact with one another? To what extent will the EL student choose to interact with native speakers, and will they adopt to their ways of speaking? How will EL students cross these linguistic, social and cultural boundaries needed to participate socially among native speakers?

How does linguistics, cognition, and primary language development affect second language development in school?

mdaito0024 — 2024-10-23 00:06:34 UTC

Primary language development serves as a resource for English language development, cognitively, linguistically, and socially. The stronger the first language is, the richer the resource it provides. EL students come with a wealth of knowledge acquired in their first language. The concepts and ideas they already know and talk about in their first language will also become available in their new language.

The student's general cognitive abilities are developed through their fist language, but these abilities become available in English when students have acquired sufficient proficiency to express these ideas. Students also bring their own ability to pick up sounds, words, and grammatical patterns in the speech stream.

How does age, and psychological factors affect second language development in school?

mdaito0024 — 2024-10-23 00:17:26 UTC

Age also affects the second language acquisition process. For native born children ,English language acquisition usually begins prior or upon entry to elementary school. For immigrants, this can begin at any age depending on how old they are when they arrive to the country. The influence of age stems from a combination of socio cultural, cognitive, and personality factors. Research shows that it takes at least 5-7 years to reach a level of English language development sufficient for academic success. Personality factors also play a part in language acquisition. If a student is determined with self discipline, this can benefit them their language acquisition. Cognitive, literacy, and academic abilities in an EL's native language also helps language acquisition.