TEFL Star North Carolina

"One doesn't think about how every person has, or rather had at one time, an innate ability to learn a language to total fluency without a conscious effort." - Margaret Tucker "First and Second Language Acquisition" A child learning their first language differs greatly from a child or, more likely, an adult learning a second language. For first language learners, the process is rapid and the acquisition of the language is much more accurate. An adult learning a second language encounters much more difficulty and it can take much longer. Input frequency and regularity of a language, motivation, self-consciousness, and thought complexity are all attributed as reasons for the difference between first and second language acquisition. The input frequency and regularity of a first language is much more frequent and regular than that of a second language. A student learning in a classroom for a few hours each week, with one teacher and many students is much different than the frequency and regularity that a child might get from daily immersion and one on one time with a parent or caregiver. This contributes immensely to the intuitive way in which children might learn their first language. The motivation of a child to learn a language is much greater than the motivation of an adult learner - children learn their first language to integrate themselves into and communicate with their community: parents, family, friends, loved ones. An adult learning a second language does so to either better themselves in a field and learn language specific to their needs, or to identify with the speakers of the intended language. Additionally, children learning their first language have less anxiety and self-consciousness when learning a language than an adult might when learning a second language. A child is not nearly as self-aware as an adult and rarely is discouraged by mistakes with language. An adult may find shame or self-consciousness in making a mistake with a new language, and thus are discouraged to experiment or use the language as often. This adult can already communicate fully in one language, but is reduced to communicating potentially advanced ideas with only the level of their second language they possess. This can be frustrating and can make adults self-conscious of making mistakes. The thoughts of a child assumedly cannot surpass their language abilities to think about and communicate thought. With an adult, however, the language ability and thought development has already taken place, and the adult is then reduced once again to a child-like stage of communication while still possessing advanced thoughts, identity, and emotion. While learning a second language seems difficult to many, it is important to look to the acquisition of one's first language for some hints to make the process a bit easier. Loss of ego, or simply less self-conscious experimentation with the language can be immensely beneficial. Immersion as well as frequent and regular practice with the language will ensure a higher rate of retention and fluency with the language. Additionally, beginning with simple ideas and communications, and having patience until language skills develop to attempt more complex ideas and communications will help with frustration and difficulties in learning a second language. Keeping these skills we once knew as children in mind, the acquisition of a second language, although very different from first acquisition, will be less difficult and perhaps even enjoyable! Sources: Galasso, John. "First and Second Language Acquisition." First and Second Language Acquisition. CSUN, n.d. Web. 06 Aug. 2012. . Tucker, Margaret. "First and Second Language Acquisition." First and Second Language Acquisition. Serendip, 2 Dec. 2003. Web. 06 Aug. 2012. .