Language Acquisition

According to the 2000 Census, 9.77 million school-age children—one of every six children—speak a language other than English at home. Language-minority children are the fastest-growing segment of our nation’s school-age population. Nearly half of all language-minority students do not yet have sufficient proficiency in English to be able to succeed academically in traditional all-English classrooms. These limited English proficient (LEP) students are in every state and in nearly half of our nation’s school districts.

Language acquisition programs are often classified as:

• transitional: students transition from ESL (English as a Second Language) classes to all-English mainstream classes;
• developmental: native-language instruction is increasingly merged with instruction in English as students gain proficiency; or
• two-way bilingual education: both English and the native language are used in instruction.

These models are usually differentiated by the role played by the child’s native language in their instruction. Legislation dealing with language instructional programs tends to focus on two main questions: what role should the native language of the LEP student play in their instruction and how long does it take for LEP students to master the English language. 

Studies have shown that English Language Learners (ELLs) progress in their acquisition of their new language at different rates, that vary based on a variety of factors including learning style, learner’s motivation, quality of instruction, learner’s educational background, home support, and the nature of the learner’s own native language.  In addition, scholars note that there is a distinct difference between a conversational level and an academic level of acquisition in a second language.  Simply put, a student may be able to converse in a language, but may not have a strong enough command of the language that would make it possible for them to be successful in an academic context.  There does not appear to be significant direct correlations between length of residency in an English-speaking country and proficiency in the English language.  A 1997 study done by Wayne Thomas and Virginia Collier titled School Effectiveness for Language Minority Students found that it typically takes students in strong language instruction programs (on-grade level academic work is provided in the students’ native language) 4 to 7 years to achieve the same on-grade level performance in English reading as students who are native English speakers.  On the other hand, it noted that LEP students who were taught in English only environments typically take 7 to 10 years to achieve the same on-grade level performance as native English speakers.  

Federally supported English-language acquisition programs provide an opportunity for students to gain proficiency in English, attain higher levels of academic achievement, and meet the same challenging state academic standards expected of all children. Numerous studies report that LEP students experience greater academic achievement over the long term when their native languages are used in cultivating skills. The best language acquisition programs include ESL instruction, subject-matter teaching in a sheltered ESL classroom, and instruction in a child’s native language. Language acquisition services open the door to academic excellence for LEP students and, by preventing academic failure, benefit our society as a whole. Language Acquisition Grants are authorized under Title III of the No Child Left Behind Act.  These formula grants, whose funding amounts are based on the proportion of LEP and recent immigrant populations in a state, are given to state and local educational agencies to fund language instruction programs.

There is a difference between a conversational command of a language and an academic command.  A person may be able to converse in a non-native language while failing to have a strong enough academic grasp of the same language that is necessary for academic success.