Language Acquisition Principles English Language Research Proposal

A good starting point is identifying the factors that influence ELL student performance. According to Mitsutomi & McDonald, these factors include motivation, linguistic and cultural identity, study strategies, tolerance for ambiguity, and sociocultural support.

Although these factors provide a generic indication of the difficulties faced by ELL students, it is also recognized that each student is an individual, and enters the school system under widely varying circumstances and with differing expectations. Notably, the acquisition of English is hardly at all found to be influenced by whether or not the student had studied English as a foreign language in the home country.

These findings have some specific implications for the classroom. In the practical sense, teachers must recognize their own need to become sensitive not only to the language, but also to the culture needs of ELL students. As such, they need to develop a background in foreign languages and culture in order to meet these needs.Specifically, teachers can for example use this knowledge to promote mutual respect among their students. Groups of ELL students can for example be encouraged to construct presentations of their own cultures and languages, sensitizing their fellow learners and also teachers to the beauty and unique nature of the cultures displayed in this way.

In conclusion, the authors appear to indicate the importance of teachers being able to work together with ELL students in order to achieve their educational goals. Success in making such a connection will mean greater success for these students on the tertiary level as well, and eventually also in the world of work.

Reference

Mitsutomi, Maro & McDonald, VeraLynn (2005, Summer). Factors in learning Second Language and Culture. Academic Exchange Quarterly. Retrieved from database: FindArticles.com. http://findarticles.com/p/articles/mi_hb3325/is_2_9/ai_n29205522/pg_5/?tag=content;col1.....