For many people, learning a second language is a very difficult phenomenon. This problem does not only affect learners but it also affects teachers who deal with teaching them. For one to effectively learn a second language, it calls for the teacher responsible of teaching him or her to come up with a competent outline of how to undertake the studies. This is because learners go through different stages as they study their second language. In all these stages, learners have different understanding of the language and failure by the teacher to effectively address their need may lead to them giving up leaning the language. There are different journals that elaborate on various principles followed when acquiring a new language. These journals can be of great help to teachers and learners (Futrell, Gomez & Bedden, 2007, pp. 381-385).
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Most of language acquisition principles highlight on requirements and standards that every learner of new language is expected to attain. In most cases teachers treat students learning a second language as special. Such students are given simple assignments on the language compared to others. One of the principle states that every student learning a second language is expected to attain the same standard in performance as other students. This helps teachers in ensuring that they emphasize on such students working hard. Treating these learners as special makes they not quickly learn the language (Villegas & Tamara, 2007, pp. 14-32).
Second language learners go through various stages as they learn. This calls for teachers to come up with different methods of evaluating and teaching them. From the journals, teachers learn the importance of creating an acceptance environment for learners. To ensure that they understand whatever they learn, teachers can conduct physical response on the learners. For a leaner to completely become used to a second language, he or she has to show proficiency in reading, writing, listening and speaking the new language. These journals help teachers on how to nurture good listening skills in their learners (Brody, 2006, pp. 32-36).
Despite the stipulated principles being helping learners and teachers in ensuring that they effectively undertake their second language, there are some practices that are less effective. Teachers need not to teach new languages without informing their learner the benefits they can accrue from studying them. This helps in ensuring that learners accept the study. Teachers also need to ensure that they have aligned their curriculums and instructions with the language requirement. This is to help learners as they go through various stages of learning. In addition using remedial readings and speech therapy as a tool for determining how well learners understand the second language does not help in meeting all their needs.
Use of Structured English Immersion in learning English as a second language facilitates in ensuring learners effectively understand the language (Babad & Taylor, 2005, pp. 120-125). Students are grouped according to their degree of proficiency in the language thus making it possible to understand the needs of different groups. In return, all their needs are met making it possible for them to learn the language easily. Teachers employ instructional techniques that take English as a foreign language. This makes both the learners and teachers keen when going through their studies. According to Walqui (2000, para. 3), most of second language teachers believe that once they have graduated, they are qualified to teach. They do not take time to prepare when teaching second language. This is one of the factors that have led to second language not being liked by many learners.
Babad, E. & Taylor, P. J. (2005). Transparency of teacher expectancies across language, Cultural boundaries. Journal of Educational Research, 86(2), pp. 120- 125.
Brody, C. M. (2006). Using co-teaching to promote reflective practice. Journal of Staff Development. 15(3), pp. 32-36.
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Futrell, M. H., Gomez, J. & Bedden, D. (2007). Teaching the children of a new America: The challenge of diversity. Phi Delta Kappan, 84(5), pp. 381-385.
Villegas, A. M. & Tamara, L. (2007). Preparing culturally responsive teachers: Rethinking the Curriculum. Journal of Teacher Education, 53(2), pp. 14-32.
Walqui, A. (2000). Working on the Development of Teachers’ Understanding to Work with English Language Learners. Web.