Language acquisition

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ELLstudents are learners with the inability to communicate fluently inEnglish since in their native countries or home, they have not beenspeaking in English. When these students come to America, they have ahard time to comprehend the lectures. Continuous learning of Englishas a unit helps them catch up with the other students, and they mighteventually do very well.

Natureof the ELL language

ELLstudent writing is social. Social language is developed from socialactivities like watching games or television and is majorly assistedby the non-verbal cues and is usually cognitive undemanding. On theother hand, academic language is learnt in a regular set up, forexample, a lecture or classroom. There is more of persuasivearguments which require definitions and explanations with minimalnon-verbal cues (Combs,2012).

Linguisticcharacteristics of the language samples

Thereis over-reliance on pictures and diagrams to understand the questionsasked. Another characteristic is that the students appeared fatiguedin lectures by noon especially if pictures did not accompany thelectures. There was limited use of vocabulary in the ELL studentswork due to comprehension problems and incorrect use of theadjectives. Lastly, they did not differentiate between active andpassive voice and had significant difficulties in distinguishing thetenses.

Comparisonbetween the ELL language sample and Krashen`shypothesis or Cummins cup model.

Therewas a correlation between the language sample and Krashen model inthat the learner showed the ability to possess the English language.The time taken to learn in their mother tongue also determined howfast the learner grasped English. Another point taken was that thelesser the years spent learning in the first language, the quickerthey understood and mastered English (Malone,2012).

IncreasingELL language proficiency

Someof the tips to increase academic language proficiency include havingthe students read different textbooks and summarizing according totheir understanding and also having an introduction of vocabularyrepeatedly in the students’ authentic contexts. Engaging ELLlearners in peer discussions and class presentations helps themmaster the language and gain confidence in their expression. Theparents should be supportive and motivate their children to make iteasier for the teachers in the learning process of the secondlanguage (Robertson,2016).


Malone,S. (2012). Theoriesand research on the second language(1st ed., pp. 5-7).


Combs,M. (2012). Second theory(3rd ed., p. 3). Tucson: University of


Robertson,K. (2016). FiveThings Teachers Can Do to Improve Learning for ELLs in the

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