My previous articles have contained some practical advice to ESL parents on how best to help their child learn English and achieve success in subject classes. In this and the next newsletter I want to concentrate on more theoretical issues, and answer some commonly-asked questions about learning a second language:
This is a little like trying to answer the proverbial English question: How long is a piece of string? Or the more similar question: How long does it take to learn how to play the piano? The answer clearly depends on what you mean by learning a language or learning to play the piano, and the point at which you decide that your learning is at an end. A sensible answer to the question requires that you first define your learning purpose. Do you want to learn to play the piano sufficiently well that you can entertain yourself and your family at home, or is your intention to become a concert pianist? Do you want to learn English so that you can communicate effectively with business partners, or because you would like to be as proficient in English as you are in your own language?
Let us assume in this case that the goal is to learn sufficient English in FIS middle school to be ready to exit from the ESL programme and join the full mainstream. How long will this take? Now it is possible to answer: on average students need about three years in ESL before they have sufficient English to function independently in the mainstream. But even here it is necessary to stress the words "on average". The actual time needed will depend on a number of learner variables, such as the native language of the learner, his language learning aptitude, how motivated he is, how many other languages he already knows and so on.
(It is important not to assume that exiting from the ESL programme means that the child is now able to function on the same level as a native-speaker. Researchers into second language acquisition have estimated that it takes between 5 to 7 years for an ESL student to catch up with his native-speaking peers as far as academic English is concerned. *)
Although the average middle school ESL student needs about 3 years in ESL before being ready to exit, some students pass through the ESL program more quickly, while others need a fourth or fifth year of ESL. There are a number of reasons why this should be the case - the "learner variables" referred to in the answer to the previous question. The first language is obviously a very important influence. It is easier for a Dutch or German child to learn English than a child from Japan or Korea because of the similarities in the German/Dutch and English languages. Also, as children learn new languages they generally find each successive one easier to master because along the way they acquire a great deal of knowledge and skills in how to learn languages. So a Dutch child who has already learned some French and German will probably find learning English easier than a compatriot for whom English is the first foreign language.
Another factor influencing second language development is the child’s attitude to the target language and culture. The situation at FIS is a little complicated as the new ESL student is exposed to 2 new cultures at the same time - the culture of Germany, the host country, and the predominantly Anglo-American culture of our school. A child who is unhappy about being in Germany or uncomfortable in the academic and social environment of FIS will probably learn English more slowly than a child for whom being here does not present a problem.
A related factor is the attitude of the child to his new teachers and the classroom environment. Learning will not take place very easily when the student does not feel that he or his own culture is accepted or valued by the teacher or the other students in the class. A further influence on the speed at which a child learns a second language is related to personality. Confident students who are willing to take risks and are not afraid of being wrong have a language learning advantage over the fearful and timid. And finally, it is clear that a motivated, hard-working student with an interest in and aptitude for learning languages will do better than someone with opposite characteristics.
More on what makes a good language learner.
More on language learning factors (information for teachers)
(If you have any questions about your own child’s progress in learning English, the best thing you can do is to contact his or her ESL teacher.)
If you have any other questions about learning a second language, please let me know. You can reach me on 06171-202262 or by e-mail at paul_shoebottom@fis.edu.
* This estimate is based on the following article: "How long: A synthesis of research on academic achievement in a second language." Collier, V. (1989) TESOL Quarterly 3/23