Misconceptions About Language Acquisition

McLaughlin (1992) cites five unfounded assumptions about language learning that can give teachers unrealistic expectations of the language-acquisition process in the classroom:

"Myth 1: Children learn second languages quickly and easily." Current research indicates that children have no biological advantage in learning languages, although social factors may favor child learners. Unlike adults, however, children do not have the command of vocabulary or memory techniques to help them easily acquire proficiency in a second language.

"Myth 2: The younger the child, the more skilled he or she will be in acquiring a second language." Instead, each age group has its own advantages and brings its own skills to the language-learning process. Research has found that older children are better language learners in a school setting, but younger child may have an advantage in learning correct pronunciation.

"Myth 3: The more time students spend in a second language context, the quicker they learn the language." On the contrary, studies of immersion programs indicate that time on task provides no advantage in second-language acquisition. Instead, McLaughlin (1992) notes that continued support in the home language has proven beneficial to children:

"The use of the home language in bilingual classrooms enables children to maintain grade-level school work, reinforces the bond between the home and the school, and allows them to participate more effectively in school activities. Furthermore, if the children acquire literacy skills in the first language, as adults they may be functionally bilingual, with an advantage in technical or professional careers."

"Myth 4: Children have acquired a second language once they can speak it." In reality, proficiency in face-to-face communication does not imply the more complex cognitive proficiency that is required in classroom activities. McLaughlin notes, "All teachers need to be aware that children who are learning in a second language may have language problems in reading and writing that are not apparent if their oral abilities are used to gauge their English proficiency."

"Myth 5: All children learn a second language in the same way." Different learning styles and cultural communication methods have an impact on language learning, just as they do on other types of learning. McLaughlin says, "Effective instruction for children from culturally diverse backgrounds requires varied instructional activities that consider the children's diversity of experience."

For further information, refer to Myths and Misconceptions About Second Language Learning (McLaughlin, 1992).

References