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The first language (L1) is the mother tongue of a person, which is naturally acquired since birth; while the second language (L2) is a language an individual learns in order to communicate with a community that speaks the target language. L1 and L2 acquisition present certain similarities, which have valuable implications on the L2 learning and teaching process. In this essay we are going to consider the relation between the natural acquisition theory and the benefits of English only in classroom, along with the importance of the ESA methodology. It is well-known that if the structure of the L1 is similar to the L2, it will be easy and fast for learners to acquire it. For example, an Italian native speaker will find Spanish easier to learn than English, because of the similarities in the phonetics, grammar and semantics of the two languages. However, the implications of the relation between L1 and L2 go beyond these first observations, and they are related to the cognitive processes students adopt when learning an L2. Researchers have revealed that both L1 and L2 learners follow a similar cognitive pattern when developing the language, as they both go through a so-called “silent period”. In this stage, children and L2 learners are able to make assumptions on the meaning of certain words, or the use of certain structures/functions, according to the context and the reaction of their interlocutors.Therefore, it is clear that people can naturally learn language contents by listening to comprehensible and contextualized inputs. The latter observation leads us to the importance of the use of English only in L2 classrooms. English only in class not only helps to maximize students exposure to the target language, but it also allows learners to develop a more spontaneous and confident approach towards the language they are learning. This is very clear when it comes to beginner students: lower level students tend to think in their native language and translate. English only classes force them to speak in English, and, over time, they build experience, and they develop the ability to automatize commonly used language structures. In this regard, Krashen argues that learners memorize and reuse chunks (ex. I don’t know) and patterns (ex. Can I have a ____?) of the language. If students are given the opportunity to use in class the chunks and patterns they have memorized, they will develop and improve their language skills. The fact that L2 students can naturally make assumption on the structure of the language they are learning takes us to stress the importance of the ESA teaching methodology. The main goal of language teaching is to give learners the opportunity to be engaged in meaningful interactions, where the students’ focus should be on conveying successfully a message, rather than solely building correct utterances. For the interaction to be meaningful, the teacher has to create a comprehensible (and interesting) context, by providing the main language students would need during the activities, so as to facilitate their production and support their motivation. This happens during the Engage phase, where the teacher have to arouse the students' interest, curiosity and attention. The Engage phase is then followed by the Study phase activities, which focus on new language and how it is constructed. Finally, in the Activate stage the activities are designed to get students to use the language in a communicative manner. During the Activate stage, students do not focus on practising only one particular language pattern, but they use their full language knowledge. The activities have to be presented by the teacher with clear and simple instructions, using expressions and language comprehensible to students, and providing practical examples for them to follow. To sum up, we can draw two conclusions about what conditions make for a successful learning environment. First, lessons have to be held in the target language only and teachers should provide students with as much comprehensible input as possible. Second, classes should be stress-free environments where students are encouraged to acquire the language by activating their natural cognitive processes. In order for this to happen, teachers have to plan effective and enjoyable lessons following ESA methodology.
