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Factors in learning second language and culture.

Article Excerpt
Abstract

The focus of this study was to identify factors which enhance or complicate second language learners' acculturation and language acquisition processes. The researchers conducted structured interviews at a southern California high school with a diverse population of English Language Learners. The students' experiences of making linguistic and cultural transitions revealed some common patterns as well as individual needs. The language proficiency profiles varied considerably, suggesting that educators must have a firm grasp of language development pedagogy to address their English learners' needs.

Introduction

How do English Language Learners (ELLs) describe their experiences in high schools? What levels of English proficiency are brought from their home countries? How do acculturation dynamics impact language acquisition? These questions were central to the research conducted with a diverse population of secondary language learners. The study's purpose was to (1) identify the students' English proficiency levels, (2) examine factors which enhance or delay second language learners' acculturation and language acquisition processes, and (3) consider how the two processes might be interdependent.

Background

The population of ELLs nears two million in California schools. Under current State laws, every teacher has the responsibility of instructing language learners in mainstream classrooms. Proposition 227 in the 1990's practically dismantled bilingual programs and made allowances for one year of transition instruction for children learning English. Now both experienced and new teachers are assumed to be culturally and linguistically trained--capable of working effectively with language learners. Yet recent teacher credentialing legislation (SB 2042) requires no foreign language training for teacher candidates, plus expects language and culture content to be delivered in general education courses by all teachers, regardless of their area of expertise, language learning experience or training depth.

In this climate the typical English learner in California attends classes with mostly native English-speaking peers. It is no wonder that the achievement gap between them and other students continues to widen in spite of the fact that every teacher is supposed to be doing his or her part in the ELLs' language development (Freeman & Freeman, 2002). A recent comprehensive review of state instruction points out that there is little equity in the instructional services English learners are experiencing in schools across California. For example, Rumberger & Gandara (2004) document that ELLs are more likely than any other children to be taught by teachers who are not fully credentialed. Many teachers report not having sufficient training to work with English learners in their preliminary credentialing programs or in subsequent professional development. Another complaint surrounds the lack of appropriate materials and texts for students learning English (Fisher, 2001).

Because of the circumstances surrounding ELL education, it is of interest to take a close look at actual students to learn how they experience their own schooling. It is also important to examine students"...

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