Culture and family backdrop play a significant role in devising learning tendencies and outcomes. Cultural differences create two primary boundaries that separate hierarchy style from equality and individualism from Communitarianism. According to a hierarchical system, teachers expect the students to behave in a predetermined way and obey and respect the teachers, and students expect that the teacher will provide them with expert guidance and information. On the other hand, equality-based institutions imply the role of the teacher as a facilitator. Similarly, according to individualism, students are trained to behave and manipulate in a more independent way. Meanwhile, Communitarianism affirms the need for higher authorities to take charge. The outcomes of all these approaches yield a different level of productivity and explicate the influence of culture on learning (Gonzalez, 2006).
Like cultural factors, socio-cultural aspects also impact the overall efficacy of language learning; these factors include intrinsic and extrinsic factors. The intrinsic aspect deals with personal developmental issues and depicts the family and domestic influence of a person on second language learning. Meanwhile, the extrinsic side of socio-cultural influence demonstrates the external atmosphere of a person that implicitly or explicitly affects an individual’s skill to learn a second language. Today’s world of globalization stresses the need for polyglots to learn a second, third, or fourth language; a person’s home language has always proved to be effective. Teachers can use the student’s first language to provide approximations of different syllables and words to develop a better and enhanced learning process. When it comes to ELL, the bilingual approach becomes the smartest apt and brings the most impressive and satisfactory results (Goldenberg, 2008).
Reference
Goldenberg, C. (2015, April 29). Teaching English Language Learners: What the Research Does and Does Not Say.
http://www.colorincolorado.org/research/teaching-english-language-learners-what-research-does-%E2%80%94-and-does-not-%E2%80%94-say
Gonzalez, V., Yawkey, T. D., & Minaya-Rowe, L. (2005). English-as-a-second-language teaching and learning: pre-K-12 classroom applications for students’ academic achievement and development. Boston, MA: Allyn and Bacon.
Paradis, J., Genesee, F., & Crago, M. B. (2011). Dual language development and disorders: Handbook on bilingualism and second language learning.
Baltimore, MD: Paul H. Brookes Pub. Co.
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