Myths about Acquiring a Second Language (Katharine Davies Samway & Denise McKeon)

C. Hopkins

Second & Third Language Learners- from 6 years old to 22 years old…

Myth # 1Myth: Learning a

second language is entirely different from learning one’s own native language.

Fact: There are many parallels between learning a first & second language.

1st & 2nd language acquisition can be seen as a coin with two sides: “essentially the same in composition but with different designs and features” (62).

They share a “silent period” which can affect our ESL students.

Fact #2Fact: While younger

language learners may learn to pronounce a new language with little or no accent, older language learners are often more efficient learners.

“Since much of school language once one moves beyond the earliest grades tends to be decontextualized, children learning ESL in school often find themselves lost in a world of meaningless words” (65).

Fact #3Fact: The ability to

speak a second language (especially in conversational settings) does not guarantee that a student will be able to use the language effectively in academic settings.

We must “carefully plan instruction to help students develop decontextualized language skills” to master the content of higher grades.”

Myth #4Myth: Learning

academic English is equally challenging for all second language learners.

Fact: The challenge of learning academic English varies tremendously in each learner and depends on many factors.

Major Influence: Former academic preparation in 1st language

Myth #5Myth: If we focus on

teaching the English language, learning in all areas will occur faster.

Fact: While language exposure is essential, increased exposure to the language (particularly in academic settings) does not guarantee quicker learning.

Influences: age, previous schooling, type of instruction

“Just learning English will not guarantee a student’s academic success” (66).

Myth #6 Myth: Students from Asian

countries are better English language learners and more academically successful than students from Spanish-speaking backgrounds.

Fact: Students from all language and cultural backgrounds are equally capable of learning English as a second language; academic success cannot be attributed to language or cultural background, but rather to a variety of social, emotional, intellectual, and academic factors.

The different perspectives of caste-like minorities vs immigrant minorities can effect a student’s academic success.

“The way in which children view themselves is connected to the way schools (and the larger community) view them” (68).

ReferencesHubbard, Ruth

Shagoury & Power, Brenda Miller

Language Development: A Reader for Teachers, ed. 2 (62-68)

Myths about Acquiring a Second Language by Katharine Davies Samway & Denise McKeon