ESL Mythbusters

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ESL Mythbusters
5 common myths about second language learning and
the implications for teachers of LEP students.
Adapted from MYTHS AND MISCONCEPTIONS ABOUT
SECOND LANGUAGE LEARNING WHAT EVERY TEACHER
NEEDS TO UNLEARN by Barry McLaughlin. (1992)
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Myth 1
My students should learn English quickly. After
all, kids are like a sponge. They learn things a
lot faster than adults do.
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BUSTED!
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Research comparing children to adults in second
language learning has consistently demonstrated
that adolescents and adults perform better than
young children under controlled conditions.
Typically, a child does not have to learn as
much as an adult to achieve competence in
communicating. Therefore, an illusion arises that
a child learns faster than an adult.
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What does this mean for the teacher?

• Set realistic expectations for your LEP students.
  Do not expect overnight successes.
• Be sensitive to your students feelings and avoid
  singling them out. Remember, learning a second
  language is a difficult thing for ANYONE to do.
  Be patient.

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Myth 2
I wish I was a kindergarten teacher. The younger
the students, the easier it is for them to learn
a language.
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BUSTED!
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• Little evidence exists to support the myth that
  younger is better in language acquisition.
  Many studies have shown that due to cognitive
  limitations, younger children do not learn a
  language faster than older children.

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What does this mean for the teacher?

• Research suggests older children may show greater
  gains in language acquisition, yet younger
  students will be more adept in pronunciation.
• Learning a second language takes time.
  Therefore, the children will need support in
  their native language to ensure they do not fall
  behind in context.

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Myth 3
The best way for my students to learn the
language is to leave their native language at the
door and eat, sleep, and breath English.
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BUSTED!
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Many educators believe that full immersion allows
for more time on task in learning English.
Studies have shown, however, that students in
bilingual classes who retain their native
language at home and school show the same level
of proficiency as their fully immersed peers.
Educators are not doing an injustice by allowing
the student to continue to study their native
language.
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What does this mean for the teacher?

• Educators should give their students whatever
  support possible in their native language. This
  will help keep the student from falling behind in
  context.
• The ability of the child to use his native
  language at home and school acts as a bridge,
  allowing for increased participation in school
  activities
• Allowing the student to become bilingual will
  give them an advantage in their future careers.
  It also helps to keep the students cultural
  identity intact.

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Myth 4
Once my LEP student speaks English, they have
gained mastery of the language.
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BUSTED!
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Often, teachers believe that once a student can
communicate comfortably in English, they are in
full control of the language. Yet for school-aged
children, there is much more involved in learning
a second language than learning how to speak it.
A child who is proficient in face-to-face
communication has not necessarily achieved
proficiency in the more abstract components of
the language. For example, the child needs to
learn what nouns and verbs are and what synonyms
and antonyms are. Such activities require the
child to separate language from the context of
actual experience and to learn to deal with
abstract meanings
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What does this mean for the teacher?

• Use caution when exiting a student from a support
  program, such as ESL. Be sure to use multiple
  assessments, not simply teacher observation of
  oral competencies.
• Watch for gaps in a students reading and writing
  skills. If a teacher focuses only on a students
  oral communication, the student may be passed
  along lacking the skills necessary to understand
  complex ideas.

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Myth 5
Why are some of my students succeeding while
others are failing? All of my students should
learn English the same way.
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BUSTED!
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Each student is a unique individual. All
students do not learn things in the same way.
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What does this mean for the teacher?

• A teacher must be sensitive to cultural
  differences among the students. Classrooms
  should be adapted to meet the needs of every
  student.
• Teachers need to provide a variety of
  instructional techniques cooperative learning,
  peer tutoring, individual instruction, etc.
• Become educated on the students cultures and
  incorporate them into instruction whenever
  possible. This will build up the students pride
  and spread empathy and understanding among
  everyone in the class.
• Talk to the parents. They will be a window into
  the childs world.

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Resources

• McLaughlin, Barry.(1992) MYTHS AND MISCONCEPTIONS
  ABOUT SECOND LANGUAGE LEARNING WHAT EVERY
  TEACHER NEEDS TO UNLEARN. National Center for
  Research on Cultural Diversity and Second
  Language Learning. Retrieved February 11, 2005
  from
• http//lmri.ucsb.edu/addres/2/ncrcdsll/mclaughlin.
  htmMyth1