Language Acquisition and Learning in Education

Second language proficiency and academic achievement can be challenging to develop simultaneously. Krashen's (2010) work illustrates the various systems of learning, including the learning that takes place subconsciously and the learning that takes place more by rote methods. Likewise, Gottlieb (2006) differentiates between social and academic language proficiency and academic achievement for students. The acquisition of the language entails different cognitive processes than the acquisition of subject-specific knowledge. Educators armed with a more thorough understanding of academic versus language proficiency can better help their students succeed on both levels.

Krashen (2010) points out that each human being learns language in the same way. Individual differences may be important for current scientific paradigms, but for educators, a more universal approach will be far more helpful in creating a classroom environment and pedagogical approach that will be effective. After all, human biology is universal; so, too are the cognitive processes involved in language acquisition. According to Gottlieb (2006), second language acquisition occurs along a "predictable" set of developmental stages (p. 26). Those developmental stages occur along a continuum. Educators can "arbitrarily" divide the continuum into levels for the express purpose of crafting classroom exercises. Given the vast increase in ELLs in Nebraska and elsewhere, it is critical that instructional methods become more effective by recognizing the continuum of language acquisition and academic success ("Nebraska: ELL Resources," n.d.)

The emergence of speaking a new language comes gradually as language is acquired naturally via what Krashen (2010) calls "comprehensible input." Comprehensible input refers to anything that is recognizable, such as images or gestures. When educators use demonstrative actions or images while teaching, they provide the bridge between academic achievement and language proficiency. Educators are responsible for providing the comprehensible inputs that are the common grounds of human knowledge. If a teacher uses examples that are incomprehensible, the students will fail to make the connection between the meaning of the item and the language used to describe it. As Krashen (2010) points out, several psychological variables are critical for language acquisition. In particular, motivation, self-esteem, and a low level of anxiety are important for language acquisition. Educators should therefore be cognizant of how to create an environment that stimulates motivation and self-esteem while minimizing or eliminating anxiety. To accomplish this goal, educators may use specific classroom management strategies such as not calling on students who are "silent," but instead allowing all students to speak at their own pace. Krashen (2010) notes that silence is normal for language learners; the process of acquisition is gradual and begins at the early stages with simply observing and listening. Therefore, the steps I would take to ensure I was creating a bridge between academic achievement and language proficiency include first using comprehensible inputs, then using those inputs in the context of academic and social learning, and finally, applying effective and meaningful assessment methods.