Issues in ESL: Differences, Problems, and Assessment

Introduction

All students have different learning styles, and for second language learners—or English as a Second Language (ESL) learners—the challenge faced by the ESL instructor involves more than simply using differentiation-based methods of instruction to convey a lesson (Peregoy & Boyle, 2013). It also requires using a variety of methods to assess ESL students (Gottlieb, 2006). ESL learners come from a variety of different backgrounds; they have unique social contexts and socioeconomic situations; and they possess different levels of communication skills. These factors make measuring their second language (L2) acquisition a challenge for any instructor who is not prepared to evaluate students individually—taking into account where each student is coming from and how much learning progress they have made. This paper examines the differences, problems, and assessment issues within second language acquisition.

Differences Among ESL Learners

Every ESL learner comes from a unique background—socially, culturally, economically, and linguistically. They also have different levels of cognition, which means that understanding cognitive development—where children are, cognitively speaking, at specific ages and stages—plays a significant role in how instructors can help English Language Learners (ELLs) acquire their second language. Some students will come from families with strong support systems in place; others will not. Teachers must be cognizant of the different backgrounds of their students and how those backgrounds will impact learning in the classroom. Making home visits is one way the ESL instructor can provide learners with the additional support they may need (Whyte & Karabon, 2016).

While the concept of universal grammar has been explored by researchers (Saville-Troike & Barto, 2016), it is only one of many theories that attempt to explain language learning and second language acquisition. These theories include universal grammar, semantic theory, sociocultural theory, processability, connectionism, and many others. Each is helpful in its own way for understanding how students acquire language skills and can inform decisions regarding curriculum, instruction, and assessment of English learners at all grade levels.

For grammar-based approaches, language learning centers on understanding the rules and guidelines governing how the language is used in sentences. In the natural approach, there is considerably more freedom—the ELL is not penalized for mixing the L1 and L2, because this mixing is seen as a natural part of the developmental process in which the learner is sorting out the two languages internally and finding the right expressions. It is also important to understand that in this approach, the right word may sometimes only be available or known in the L1 and not in the L2, so a considerable degree of understanding and flexibility must be present. The language experience approach, meanwhile, builds on prior knowledge and gives students areas to develop and grow. The scaffolding technique aligns with this approach and allows students to build on what they already know (Peregoy & Boyle, 2013).

Some ESL students will be able to communicate more effectively than others. As Bonvillain (2011) points out, communicative interaction is defined by more than just the words spoken; it is also shaped by the context in which words are used, the speakers themselves, the setting, the nature and purpose of the conversation, and the topic itself. Understanding these parameters can help an ESL learner communicate more effectively, and it is the instructor's responsibility to help every student achieve communication objectives within these different sets of parameters.

Problems in ESL Instruction

Communication is one of the major differences that second language learners and instructors must remain aware of. Coming from different backgrounds and cultures will certainly affect this, as Hofstede's model of cultural dimensions illustrates. Every culture has its own communication customs and expectations—so beyond the difference in language itself, the customs and manner in which language is used and words are expressed are also likely to differ. This makes understanding communication all the more challenging.

Ensuring that ESL students have sufficient support to remain engaged with lessons is one of the most significant challenges ESL instructors face (Bista, 2011). ESL learners require learning-centered approaches that allow them to take ownership of their educational experience. If no support system is in place, however, a learner can quickly disengage and fall far behind. Students' backgrounds and home situations should be assessed so that, where a support system is absent, one can be provided through the school. Additionally, schools should make every effort to have instructors available who can speak the native language of the learner, facilitating the transition from the L1 to the L2.

Support systems are especially essential for ESL learners who may be new to the country and experiencing culture shock, which can be debilitating without adequate help. Without such supports, learners can become isolated and withdrawn, feeling entirely disconnected from those around them. Having an instructor on hand who is fluent in the learner's native language can be both a personal and academic lifeline. If no such instructor is available, the learner should have the freedom to enroll in a school where one is present—particularly if the learner is new to the L2 and lacks a strong support system.

To reach a diverse group of learners effectively, teaching methods should be differentiated. Techniques such as pinpointing, questioning, demonstrating, and explaining—alongside incorporating learners' background knowledge into lesson plans, employing scaffolding, and integrating visual aids and interactive technology—help facilitate active learning. Differentiating instruction helps ensure that a wide variety of ESL learners are effectively reached. Because every learner is likely to have a unique learning style, diversifying instructional approaches reduces the risk of any individual learner being neglected. The more varied a teacher's instructional repertoire, the greater the likelihood of making a positive impact on each student.

Conclusion

When it comes to second language learning, there are multiple differences, problems, and assessment issues that must be taken into consideration. The second language instructor must be aware that many students will come from different backgrounds and have different levels of language learning skills to build on. Incorporating students' background experiences into the curriculum can help make them more engaged. Differentiating teaching methods helps ensure that active learning takes place at some level for every student. Likewise, differentiating assessment methods helps ensure that each learner is evaluated at a level and in a manner suited to the individual.