A child's process of learning English is distinct from other children's, according to the British Council's guide to helping children learn English. Factors such as the child's age, learning style, interests and personality affect the English language acquisition process. However, many English language-learners follow a similar process of language development, and this can help educators develop ideal techniques for English language instruction.
Features
Judie Haynes, author of "Stages of Second Language Development," outlines the features of children's English language acquisition. Stage 1 is pre-production, when children have up to 500 words of vocabulary they comprehend but do not use. Stage 2, early production, is defined by children using short phrases and chunks of language they have memorized. Stage 3, speech emergence, begins with children asking simple questions and forming sentences. Stage 4, intermediate fluency, features more complex phrases. Children express their thoughts in speech and in writing. Stage 5, advanced fluency, sees the child speaking, reading and writing with academic proficiency.
Time Frame
Language acquisition researcher and author Jim Cummins asserts that many educators make errors when determining when and if a child has mastered learning English. He states that basic interpersonal communicative skills (BICS) and cognitive academic language proficiency (CALP) are two different indicators of English comprehension. BICS is often referred to as "playground English." Mastery of BICS may take as little as a few months. However this level of proficiency does not immediately transfer to the mastery of academic English necessary for success in the classroom. Academic English proficiency, or CALP, takes a minimum of about five years of English language immersion and direct instruction.
Considerations
Motivation plays a key role in the process of learning English. Instructors should endeavor to keep language learning low-stress, fun and interesting. Draw upon students' hobbies and skills to motivate them to read, write and speak in English.
Theories/Speculation
According to education researcher Howard Gardner, children absorb new information in diverse ways. Learning English does not just demand linguistic interaction. Children can learn English and transfer rules of English from short-term to long-term memory through visual activities; bodily/kinesthetic techniques; logical-mathematical instruction; interpersonal curriculum; interpersonal approaches; and music lessons.
Solution
Linguistic expert Stephen Krashen points out the danger of over-correcting children as they learn English. Jumping in to correct every mistake raises children's affective filter, and can be intimidating. Educators can provide corrective feedback by planning mini-lessons around typical grammatical errors, and by consistently modeling correct usage.
