The Development of Language: Teaching and Learning Theory

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Table of Contents

Language Development
Language Acquisition
Reference List

Language Development

Introduction

Language acquisition is a continuous process that begins early in life. The first language is usually easy to learn as it is introduced early in life. Children learn their first language through interaction with people who speak the language. This is usually easier than learning a second language as an adult.

The second or consecutive language acquisition occur simultaneously and later in life. Teaching a language can be challenging and will require understanding in order to be effective. Research on language acquisition or development has generated knowledge on the subject. This essay will discuss the development of language, and relate the theory to teaching and learning.

Language Acquisition

Challenges for teachers working on English as a Second Language

Language acquisition begins early in life. Children learn by listening and experiences in their first language. The second language is often taught and children further learn it from experiences. Teachers should look for effective methods of teaching English to their students.

The method should cater for the learning needs of all learners. The first challenge that the teacher should be able to overcome is to recognize learning challenges in their class and the needs of every student. This will help in the effective learning of a second language. The second language is often taught as a foreign language, alongside or after the acquisition of the first language. Students depend on the teacher to tell them the correct form of language.

The teacher’s challenge is to encourage students to try and learn the language on their own. This is usually a difficult task because most students are not willing to try this, particularly because they fear making mistakes. Teachers encounter students who have persistent use of their first language. The teacher can encourage students to use English only and introduce punishments to students who use their first language.

Poor class management and materials, as well as students who distract others pose a major challenge to the teachers. Discipline should be enforced. It is easy to divert from the lesson since the second language is secondary to the students. The teacher can avoid diverting the conversation and be keen to control students so that the students do not take over the class.

Teaching resources and teaching aids designed for specific needs of different second language learners are sometimes hard to get. Students deliberately see the second language as difficult and do not engage in practice. Teachers of a second language fear that incorrect model of the first language may affect the learning of the second language (Ortega 2009).

Challenges for Teachers working of English as First Language

Ortega (2009, p. 5) notes that, teachers who teach English as a First Language have challenges. The challenges include teaching materials, the design of the syllabus and learning exposure. Moreover, the techniques to be used in teaching, method of teaching, evaluation, and assessment designs are sometimes a challenge. The teacher has to come up with a method of interaction and understanding cognition of the students as they teach.

The teacher’s exposure to the language and activities used in learning in and out of class pose a challenge. The teachers depend on other stakeholders to make teaching a success. They require a certain level of autonomy to teach the language. Other problems that the teacher may experience are lack of motivation, low confidence and nervousness. Teaching the skills and cultural concerns becomes more challenging if the teacher’s native language is not English.

To make teaching less challenging, all the required teaching materials should be provided. Adequate training and a relevant syllabus should also be availed. Gibbons (2006, p. 45) mentions that, the method of assessment, evaluation, and techniques used should go hand in hand with the needs of the students. If one of the requirements is missing, the process of teaching a language may not yield the desired results.

Reference List

Gibbons, P 2006, Bridge Discourses in the ESL Classroom, Continuum, London.

Lightbown, M & Spada, N 2006, How languages are learned, Oxford University Press, Oxford.

Ortega, L 2009, Understanding Second Language Acquisition, Hodder, London.

Saville- Troike, M 2006, Introduction to second Language Acquisition, Cambridge University Press, Cambridge.

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