Learning English as a Second Language Theory 2022

Running Head: ENGLISH 1
Learning English as a Second Language
Name of student
Name of University

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Introduction
Learning any other language is always challenging, and it becomes all the more difficult
if one learns the language outside the native country. English language learners from all across
the world face a lot of challenges, as it is not a native language. Moreover, most classrooms and
colleges in different countries use only English as the instruction medium for teaching. Learning
English as a second language is a major challenge for English language learners as they struggle
to keep pace, not just with the language but have to keep up to the levels of English-speaking
peers in the classrooms who write, speak and understand the language fluently.
The 20th and 21st centuries have seen the emergence of the English language as the
choice of language for the world (Barrett & Liu, 2016). It has gone ahead to become global
language or lingua franca, thanks to the globalization of trade and the world. Today, the common
language is seen as one of necessity, and this is why there is an ever-rising number of learners of
the language. English is looked upon as a universal language, and the majority of colleges,
universities, and schools use English language to teach, instruct and communicate. While
learning any new language is a good idea, leaning English is seen to be essential as it has become
the language of the world and media. With the number of immigrants on the rise in Western
countries, these immigrants face the task of not just acclimatizing to their adopted country but
also learn the language, which is English. However, they face many challenges when learning
English as a second language.
The English-language learners (EEL)
English is one of the world’s languages that is fast gaining in numbers of first speakers.
While the spread of English may be welcomed in some countries, in others, it may incite the fear
of dominance. English as a worldwide language now, and most of the minority language
speakers are concerned about learning the language (Trousdale, 2010). English-language learners

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(EEL) is a widely used term in education and refers to those students who learn English as a
second language for personal, educational, and professional reasons. Most need proficiency in
the language to complete their elementary or secondary education (Suárez-Orozco, Abo-Zena, &
Marks, 2015).
There are fast rising numbers of language minority students in English speaking countries
like the US or UK. The students, as ELL, would need top level programs to improve their
English literacy and academic scores to support their progression and social skills (Hodara,
2015). Thus, there is a need to focus on the deficit of academic learning among language
minority students and increase their chances of completing their education with stronger English
language skills.
Cultural, economic and social factors
Students will learn another language only when they feel motivated to do so and are
forced to communicate only in English. The cultural demands of the family and society can give
rise to the challenge. According to Suárez-Orozco, Abo-Zena, & Marks (2015), English-
language skills are an essential gateway to improving academic achievement, and the knowledge
of English is considered essential to perform well in national academic tests as well as navigate
the broader society successfully. For the immigrant-origin children and youth, the family’s use of
language at home sets the process of bilingualism (Suárez-Orozco, Abo-Zena, & Marks, 2015).
The community and societal influences shape language learning outcomes. Various cultural,
economic, social, and political factors impact the students directly or indirectly and influence
their learning of English as a language.
Cognitive-linguistic and literacy skills can be improved from the perspective of
acculturation, and stronger acculturation toward the dominant society and immersion in local

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culture can build the English literacy skills for the adult learners (Jia, Gottardo, Koh, Chen, &
Pasquarella, 2014). Recent studies demonstrate a strong relation between mainstream
acculturation to the adopted culture, which contributed positively to the language comprehension
skills of an individual. The ASE model or Achieving Success Everyday could be used with ESL
students effectively, and strategic interventions can make a noteworthy progress in the self-
esteem of the students and participants (Shi, & Steen, 2012). The model provides a framework to
access the personal, social, as well as academic progress of the students in school settings and is
flexible enough to make changes. Those steps can make concerted efforts towards the progress
of ELL students and promote their academic achievement. Self-esteem is an important variable
in educational research
Incompetent and untrained teachers
Finding good teachers for teaching English is a significant problem. And one cannot
expect the English language learners to determine if the English teacher is good and professional.
The English teacher may teach wrong grammar, spellings, and pronunciation if he or she is not
capable or experienced enough. Thus, learning English as a second language can become even
more difficult if the teacher is not competent for the profession. If the teachers are not updated
with the current developments of teaching English as a language and language learning theories,
it will only lead to pedagogical ineptitude (Ndimele, 2019). Teacher-training programs in
English both pre-service and in-service can equip the would-be-teacher of English with the right
methodology of imparting language skills, develop linguistic abilities, and understand the
associated difficulties of teaching English as a second language. The English teacher must
undergo professional training to improve as a teacher and become more proficient as a teacher of
English.

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One reason behind the different language proficiency is the variation in instructional
approaches and the kind of programs. The availability of these programs and educational policies
extend or limit the opportunities for the children and the young to enroll (Suárez-Orozco, Abo-
Zena, & Marks, 2015). Teachers can use cultural knowledge and language abilities among young
children as important learning tools and plan activities around their cultures and interests. They
can easily incorporate age- and language-suitable culturally-based lessons and resources into
their lessons. The target is to motivate the children to practice English and feel more comfortable
about the language (Akcan, 2014).
The young and the older learners
There are both young and Adolescent English learners, and each faces some
disadvantages when learning the English language. As English language learners can be seen in
early care environments and can be as young as two to five years old, these children carry the
risk of losing their home language. The educators need to keep in mind the shifting language
proficiencies of these children and recommend young English language learner course. The early
educators can play an important role for these children acquiring a second language and promote
their acquisition of English and encourage them to maintain their home language with expressive
and early literacy (Cheatham, & Ro, 2010). Children learn grammar efficiently when they
participate in events and activities that focus on the English language and its grammar through
drama, games and play. Meaningful communications can be organized with children with
intentional use of different grammatical forms. As learning grammar is not that simple, the
teachers need to plan meaningful lessons and activities (Akcan, 2014). Adolescents face greater
difficulties when learning a second language, and thus young English learners are seen as a risk
for carrying poor literacy skills in English. Their speaking, reading, and writing skills can have

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an impact on their educations and social outcomes (Jia, Gottardo, Koh, Chen, & Pasquarella,
2014).
The domain of grammar
The field of grammar can be complex and conflicting, and the learner's native-language
grammar structure will differ from the foreign or English language. Differences in grammatical
categories and grammatical machinery are what makes the English language more complex for
the learner. There is only a third-person gender system in English, and the language uses patterns
of stress accent to emphasize the relations between words and phrases (Twaddell, 2000). Thus,
although the English language is widely spoken and the most popular language to learn, it can
still be challenging for the learners to master it completely. English Grammar rules can be
complex, difficult to remember, and master. The learners find it problematic to learn those rules
and use them logically. Thus, it is not uncommon to see many EEL make grammatical errors that
can completely change the meaning of what they are saying or writing.
As asserted by Twaddell (2000), foreign-language grammar is clearly only half of the
situation, and it is the features of English Grammar that give rise to the conflict. As the EEL is an
expert in the grammatical habits of his native language, he would find it problematic to describe
his habits of grammatical word order with English adjectives and adverbs. English grammar is
well known for its "irregularity" or "arbitrariness." General English language learning studies
reflect as to how students use simple language for personal communication and an academic
open for communication in the classroom. The range of vocabulary in the student narratives can
promote high-quality presentations (Barrett & Liu, 2016). However, many EELs found it
difficult to master the fluency of an oral and written narrative.
English for academic purpose

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There is a growing need for EAP courses and instructions around the world due to the
rising demand. Students and learners need specific language skills for their academic, science,
and business fields. This development has led to a robust influence on English language learning
as the students graduate from general English language to academic-specific language (Barrett &
Liu, 2016). Undergraduate or graduate students need to develop academic reading, writing, and
research skills for their educational programs. Students learn and develop a certain academic
vocabulary to enhance their comprehension of educational and academic materials as well as
develop academic paper writing skills. Various grammatical theories have shaped and evolved
the English linguistics and. The English language teachers and experts carry a certain perception
toward the language and when teaching it. English for academic purposes (EAP) within a second
language environment necessitates a special purpose and environment of teaching the language
skills in a second language for different levels of education (Ndimele, 2016).
English language subject is taught for different examinations in schools and in the
universities, and EAP is a segment of English for Specific Purposes (ESP) (Ndimele, 2016). EAP
courses equip students with higher knowledge of English, which is meant for certain purposes
like academic or occupational. The common means of writing may not be appropriate or useful
for English for academic purposes. English grammar for the academic purpose must be based on
rigorous analysis of word formation for pedagogic purposes, as stated by Ndimele (2016). There
is a shift seen in English language teaching as it has become more practical that theoretical and
this is s also known as EAP or English for academic purposes.
Studies show that students learned by observing their teachers and peers and rely on their
instructor's feedback. Careful preparation and practice can encourage their participation and
motivation with the help of activities like guided instructions, self-evaluation, and self-awareness

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(Barrett & Liu, 2016). Students need explicit guidelines and training to develop sound
communication strategies and advance their EAP skills. It is essential to empower teachers,
students, and researchers with the linguistic knowledge and academic specific skills. In order to
do so, they need to learn how to use English effectively and meet current academic needs. The
academic domain is now developing new pedagogical and linguistic demands to respond to the
specific challenges faced by EAP learners. The aim behind this is to enhance EAP teaching and
learning.
Social network sites for language learning
Today, there are many social network sites for language learning (SNSLL) that carry
social networking characteristics. However, there is still a limited understanding of how SNSLL
can facilitate English as a Second language for teachers and students. A study of different
network sites for English language teaching and earning shows that these websites do carry the
potential to promote language learning (Liu, Abe, Cao. Liu, Ok, & Park, 2015). However, the
information, interface, and interaction impact the visibility, accessibility, and legibility of
language learning. The content should be useful, relevant, and accurate. As the SNSLLs are on
the rise and so are the number of learners registering with them, the chances are that the students
of English language learners may not get the quality of teaching and learning that they deserve.
Anyone can upload any kind of content. The onus lies on the learner of the language to ascertain
that the website is a reputed one and will maximize the opportunities for collaborative language
learning. SNSLLs that promote peer interaction, networking, and self-directed learning facilitate
the making of a learning community and follow a socio-constructivist approach to language
learning (Liu, Abe, Cao. Liu, Ok, & Park, 2015).
The conclusion

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The importance of English language and literacy skills cannot be undermined in the 21st
Century. There has been a growing concern about the English language skills not just among the
immigrants and minority groups, but also in those countries where English is the key medium of
coaching and teaching in media, schools, and colleges. The above discussion shows the
challenges faced by English-language learners or EEL. They not only need to achieve expertise
in the language to perform well in their studies and academics but also get integrated within the
society and feel accepted. English literacy can help them achieve their academic and professional
goals and allow them to enjoy a similar lifestyle as members of the dominant group. However,
these learners face several challenges and dilemmas that may impact their acculturation attitude,
academic achievement, and motivation for learning the English language. It is essential to know
the shortcoming in English language teaching and challenges faced by the student and learners
and make careful and conscious effort to remove those inadequacies to improve English
language learning.

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