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A child who has been exposed to English as part of the curriculum of his or her native school will likely have an advantage over a child who has not. The processes of learning a new language are themselves helpful, even if the child has not previously been exposed to English. Being prepared for learning irregular verbs, understanding how to diagram a sentence, and figuring out unfamiliar words in context are all skills that are essential to becoming fluent. Never having thought about a language in a critical fashion is an additional obstacle for non-English speakers who have never had formal language training. "This helps explain why foreign exchange students tend to be successful in American high school classes: They already have high school level proficiency in their native language," and often an additional language (Walqui 2000).
The psychological motivation for learning a new language cannot be discounted. A child from a high-achieving background who is happy to be in the United States and wishes to assimilate quickly will have fewer internal obstacles than a child who is more ambivalent...
"Feeling they have to give up their own linguistic and cultural background to join the more prestigious society associated with the target language," can cause the child an identity conflict that does not facilitate ease of learning (Walqui 2000). Parents who view speaking the new language as a betrayal of the child's native culture and parents who do not allow English to be spoken at home can increase the learner's anxiety. Even if parents are not fluent, encouraging and supporting the child's English language studies is vitally important. Peer support from the child's native language group of friends, and of friends who are native speakers in the child's second language can also facilitate the child's conscious or unconscious motivation when learning.
Reference
Walqui, Aida. (2000, September). Contextual factors in second language acquisition.
CAL (Center for Applied Linguistics) Digests. Retrieved May 10, 2010 at http://www.cal.org/resources/digest/0005contextual.html
The illustrations found within the pages of Dr. Seuss stories are also an attention grabber which help keep students focused and tie into the lessons of prepositions and vocabulary. Another simple yet effective method of teaching English to ESL students is to utilize game playing strategies. Games are used in learning since birth, and for adults and kids alike, it is the best way to incorporate all the students together
English Language Learning (Native Speakers) Stage/Age Language Overall Phonology Morphology Syntax Semantics Implications on reading and writing Practical Approaches Birth -3 mo. Cries, responds to tone, attentive to special sounds, and begins to vocalize. Reflexive and diverse cries, coos and gurgles. Verbal play, some consonants, laughing. No understanding Sounds or intensity as opposed to meaning. Music and talk to child Double syllables, MAMA, tunefully vocalize Vocalizes pleasure and pain; initiates speech, reproduces babbles. Increased sounds and imitation Very little understanding Truck red; hungry eat, etc. Use of words and instructi8ons, jargon
Sometimes students have obstacles to contend with as they enter school. One such barrier can be language. The student I worked with is a Chinese first year student who is attempting to assimilate to AP class schedules. He is a 14-year old interested in learning the English language and is having problems not only learning the language but balancing out the needs of his identity versus the American culture. English
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