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Rate of Learning

In this instance Marguerite is not sure if her students are comfortable using the language or not. One major question that arises in the discussion of language teaching is how long it takes to actually learn a language. What factors contribute to the rate of learning? We will discuss this question and more in this section.

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How long does it take to learn another language?

Learning a language is a complex process that is different for every learner. In order to answer the question of rate of learning there are many factors that need to be considered including:

1. Individual Differences

2. Differences in Languages

3. Amount of time or exposure to the language

4. Goals of the Learner

Individual Differences

Rate of learning depends on several different factors. Firstly, the rate of learning depends largely on the individual. In her article “Individual Differences in L2 Learning and the Good Language Teacher”, Christine Besnard talks about the individual differences in language learners and how these differences relate to the 'good' language teacher.

Some factors she mentions for teacher consideration include the individual's:

age
gender
learning styles
background knowledge

Watch a short video that summarizes Besnard's article on Individual Differences.

Differences in Languages

In addition to individual differences, the rate of learning also relates to the language being learned. Cummins’ Interdependence Hypothesis and COMMON UNDERLYING PROFICIENCY (CUP) offer one explanation of how languages can be interdependent with one another. For more information on these hypotheses click here.

Gasparro offers another explanation of the Linguistic/Familial relationship of first and second languages. The following chart demonstrates some of these relationships.

Amount of time or exposure to the language

The rate of learning a language is also greatly affected by the amount of exposure to the language. One of the major goals of a second or foreign language teacher is to try to give the students as much exposure to the language as possible. For second language teachers this is often easier as their classroom is not the only place where students can hear the TL. For foreign language classrooms, on the other hand, exposure to the TL outside of the classroom is much more limited. Generally speaking the research suggests that teachers in FL contexts should make their classrooms as much like SL contexts as possible. This means:

1. using as much of the TL as possible
2. creating a visual and print rich classroom milieu/environment
3. creating opportunities to use the language with native speakers or other 'fluent' speakers (guest speakers, field trips, assistants from other countries)
4. using authentic materials in meaningful activities
5. creating opportunities to use the language outside the classroom (with guest speakers, on field trips to restaurants, concerts, plays. . . with communicative homework)
6. creating opportunities to use all language functions in real-life settings (i.e. by creating a restaurant scenario in the class, or a store, travel agency, lost and found, ticket agent, etc.)

For more information on the SL and FL classrooms click here.

Goals of the Learner

Another factor in determining the rate of learning relates to the goals of the learner. Cummins suggests some differences in language competencies in his BICS and CALP theories.