Exploring the Intricacies and Interferences of Spoken and Written Language Acquisition in English Language Learners: Challenges and Strategies
(A case study students of language &Translation Department at Awajh Collage in University of Tabuk)
الكلمات المفتاحية:
English language learners (ELLs), Spoken English, Written English, Second language acquisition, Language immersion, Arabic speakers
الملخص
Acquiring proficiency in spoken and written English poses considerable challenges for English language learners (ELLs) due to the complex interplay of linguistic, cognitive, socioemotional, and sociocultural factors involved. This mixed methods study aimed to gain deeper insight into these intricacies by examining the difficulties ELLs encounter in developing oral and literacy skills in English as a second language. Quantitative and qualitative data were collected from 115 Arabic-speaking ELL students, Surveys, interviews, classroom observations, and academic records provided multidimensional perspectives. Results revealed major obstacles such as limited vocabulary, phonological difficulties, unfamiliarity with syntactic structures, and orthographic differences between Arabic and English. Anxiety, lack of confidence, and inadequate exposure to comprehensible linguistic input also emerged as key barriers. At the same time, scaffolding techniques, sheltered instruction, technology integration, family engagement initiatives, and culturally responsive teaching approaches were identified as effective ways to support ELLs in acquiring spoken and written English skills. While the scope was limited to one educational context and language population, this research contributes valuable insights into the variable factors influencing ELLs’ second language acquisition processes. It provides a foundation for developing targeted instructional practices and environments that are responsive to ELLs’ multifaceted linguistic and socioemotional needs. Further expansive studies are warranted to determine the generalizability and applications of these findings for diverse ELL groups across settings .
المراجع
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24. Luo, R., Pace, A., Levine, D., Iglesias, A., Villiers, J., Golinkoff, R., Wilson, M., & Hirsh-Pasek, K. (2021). Home literacy environment and existing knowledge mediate the link between socioeconomic status and language learning skills in dual language learners. Early Childhood Research Quarterly, 55, 1-14. https://doi.org/10.1016/j.ecresq.2020.10.007.
25. Ma, L., Xiao, L., Liu, Z., & Liu, J. (2022). Teacher–student relationships moderate the link between socioeconomic status and foreign language learning: Evidence from China. Language Teaching Research. https://doi.org/10.1177/13621688221122236.Nederlanden, S., Schaeffer, J., Bakel, H., & Dirks, E. (2023). Socio-economic status and other potential risk factors for language development in the first year of life.. Journal of child language, 1-21 . https://doi.org/10.1017/S0305000923000478.
26. Madya, R., Malik, M., & Suparno, S. (2019). The Impact of Socioeconomic Status (SES) on Early Childhood Language Development. Proceedings of the International Conference on Special and Inclusive Education (ICSIE 2018). https://doi.org/10.2991/ICSIE-18.2019.26.
27. Martinez, R. A. (2018). Beyond the English learner label: Recognizing the richness of bi/multilingual students’ linguistic repertoires. The Reading Teacher, 71(5), 515-522. https://doi.org/10.1002/trtr.1679
28. Martiniello, M. (2008). Language and the performance of English‐language learners in math word problems. Harvard Educational Review, 78(2), 333-368.
29. Melak, Y. (2019). Challenges and Best Practices for English Language Learners: Extensive Research. Journal of Literature, Languages and Linguistics, 63, 28-34. https://doi.org/10.7176/jlll/63-04.
30. Norton, B. (2000). Identity and language learning: Gender, ethnicity, and educational change. Longman.
31. Olsen, L. (1997). Made in America: Immigrant students in our public schools. New York: The New Press.
32. References:
33. Scheffler, P. (2019). Review of Early instructed second language acquisition: Pathways to competence; Editors: Joanna Rokita-Jaśkow, Melanie Ellis; Publisher: Multilingual Matters, 2019; ISBN: 9781788922494; Pages: 257. Studies in Second Language Learning and Teaching, 9, 737-744. https://doi.org/10.14746/ssllt.2019.9.4.8.
34. Schneider, T., & Linberg, T. (2021). Development of socio-economic gaps in children's language skills in Germany.. Longitudinal and life course studies : international journal, 13 1, 87-120 . https://doi.org/10.1332/175795921x16233448663756.
35. Soomro, A. (2022). Challenges Faced by the Second Language Learners: A Review. Sindh Journal of Linguistics. https://doi.org/10.58921/sindhjol.v1i1.10.
36. Soto, A., Hooker, S., & Batalova, J. (2022). States and districts with the highest number and share of English language learners. Migration Policy Institute. https://www.migrationpolicy.org/article/english-language-learners-us-schools-states-districts
37. Sparks, R. L. (2016). Patience, empathy can help in assessment of English learners. Issues in Science and Technology, 32(2).
38. Valenzuela, A. (1999). Subtractive schooling: U.S.-Mexican youth and the politics of caring. Albany, NY: State University of New York Press.
39. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
40. Wang, J., Zhang, X., & Zhang, L. (2022). Effects of Teacher Engagement on Students’ Achievement in an Online English as a Foreign Language Classroom: The Mediating Role of Autonomous Motivation and Positive Emotions. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.950652.
41. Wolf, M. K., Kim, J., Kao, J. C., & Rivera, N. M. (2009). Examining the effectiveness and validity of scores for English language learners within a test validity framework. Educational Measurement: Issues and Practice, 28(1), 14-28. https://doi.org/10.1111/j.1745-3992.2009.00143.x
42. Cummins, J. (1981). Bilingualism and Minority Languages Children. Language and Literacy Series. ERIC.
43. Guo, Q., Roehrig, A. D., & Williams, J. M. (2020). Exploring the roles of verbal working memory and processing speed in reading comprehension among adolescent English language learners. Reading and Writing, 33(6), 1403-1425.
44. Hammer, C. S., Hoff, E., Uchikoshi, Y., Gillanders, C., Castro, D. C., & Sandilos, L. E. (2021). The language development of dual language learners: The role of English language input, instruction, and poverty. Early Childhood Research Quarterly, 53, 18-28.
45. Krashen, S. D. (1982). Principles and practice in second language acquisition (1st ed.). Pergamon Press.
46. Pace, A., Levine, D., Golinkoff, R. M., & Hirsh-Pasek, K. (2019). Identifying pathways between socioeconomic status and language development: the mediating role of maternal language. Journal of communication disorders, 82, 105927.
47. Silverman, R. D., Proctor, C. P., Harring, J. R., Doyle, B., Mitchell, M. A., & Meyer, A. G. (2022). The Impact of English-Speaking Peers in Elementary School Classrooms With Spanish–English Bilingual Learners. Reading Research Quarterly, 57(2), 299-316.
48. Yang, C. (2021). Integrating morphological awareness instruction with self-regulation strategy development for adolescent Chinese-speaking English language learners’ vocabulary learning and reading comprehension. Contemporary Educational Psychology, 66, 101980.
2. Abedi, J. (2020). The effects of linguistic modification on English language learners’ performance on English language arts assessments. Educational Assessment, 25(3), 201-216. https://doi.org/10.1080/10627197.2020.1760281
3. Asadi, I., Kasperski, R., & Bar-Kochva, I. (2022). The relations of SES and literacy-related oral and written language skills after one year of reading instruction - evidence from novice readers of Arabic.. Journal of child language, 1-23 . https://doi.org/10.1017/S0305000922000538.
4. Ata, A., Sirin, S., & O’Brien, L. (2022). The role of acculturative stress in the mental health of immigrant-origin youth: A meta-analysis. Developmental Psychology, 58(11), 1779–1798. https://doi.org/10.1037/dev0001352
5. August, D., & Shanahan, T. (2006). Developing literacy in second-language learners: Report of the National Literacy Panel on Language-Minority Children and Youth. Lawrence Erlbaum Associates.
6. Basterra, M. R., Trumbull, E., & Solano-Flores, G. (2011). Cultural validity in assessment: Addressing linguistic and cultural diversity. New York, NY: Routledge.
7. Cabrera, S., & Quesada, G. (2023). The English Language Learning Process Task-Based Language at the Secondary Level. International Journal of Multidisciplinary Research and Analysis. https://doi.org/10.47191/ijmra/v6-i3-22.
8. Cat, C. (2020). Socioeconomic status as a proxy for input quality in bilingual children?. Applied Psycholinguistics, 42, 301 - 324. https://doi.org/10.1017/S014271642000079X.
9. Cat, C. (2020). Socioeconomic status as a proxy for input quality in bilingual children?. Applied Psycholinguistics, 42, 301 - 324. https://doi.org/10.1017/S014271642000079X.
10. Cavazos-Rehg, P. A., & DeLucia-Waack, J. L. (2009). Education, ethnic identity, and acculturation as predictors of self-esteem in Latino adolescents. Journal of Counseling and Development: JCD, 87(1), 47–54. https://doi.org/10.1002/j.1556-6678.2009.tb00548.x
11. Chykhantsova, O. (2022). The impact of social inequality on schoolchildren's motivation for learning a foreign language. Організаційна психологія Економічна психологія. https://doi.org/10.31108/2.2022.2.26.15.
12. Crockett, L. J., Iturbide, M. I., Torres Stone, R. A., McGinley, M., Raffaelli, M., & Carlo, G. (2007). Acculturative stress, social support, and coping: Relations to psychological adjustment among Mexican American college students. Cultural Diversity and Ethnic Minority Psychology, 13(4), 347–355. https://doi.org/10.1037/1099-9809.13.4.347
13. Cummins, J. (1981). Bilingualism and minority-language children. Language Acquisition Research Series.
14. Dicataldo, R., & Roch, M. (2020). Are the Effects of Variation in Quantity of Daily Bilingual Exposure and Socioeconomic Status on Language and Cognitive Abilities Independent in Preschool Children?. International Journal of Environmental Research and Public Health, 17. https://doi.org/10.3390/ijerph17124570.
15. Echevarria, J., Vogt, M., & Short, D. (2004). Making content comprehensible for English learners: The SIOP Model. Allyn & Bacon.
16. Eghbalzad, L., Deocampo, J., & Conway, C. (2021). How statistical learning interacts with the socioeconomic environment to shape children’s language development. PLoS ONE, 16. https://doi.org/10.1371/journal.pone.0244954.
17. Elanthiraiyan, R., & Priyanath, H. (2023). The Impact of Socioeconomic Status on the Self-Efficacy and English Language Proficiency of English Language Teachers in the Rural Area: A Case of Passara Education Zone in Sri Lanka. Sri Lanka Journal of Social Sciences and Humanities. https://doi.org/10.4038/sljssh.v3i2.112.
18. Haidar, S. (2019). Access to English in Pakistan: inculcating prestige and leadership through instruction in elite schools. International Journal of Bilingual Education and Bilingualism, 22, 833 - 848. https://doi.org/10.1080/13670050.2017.1320352.
19. Krashen, S. (1982). Principles and practice in second language acquisition. Pergamon Press.
20. Ladky, M., & Peterson, S. S. (2008). Successful practices for immigrant student support: A Canadian case study. Multicultural Perspectives, 10(2), 82–89. https://doi.org/10.1080/15210960801997915
21. Lervåg, A., Dolean, D., Tincas, I., & Melby-Lervåg, M. (2019). Socioeconomic background, nonverbal IQ and school absence affects the development of vocabulary and reading comprehension in children living in severe poverty.. Developmental science, e12858 . https://doi.org/10.1111/desc.12858.
22. Levine, D., Pace, A., Luo, R., Hirsh-Pasek, K., Golinkoff, R., Villiers, J., Iglesias, A., & Wilson, M. (2020). Evaluating socioeconomic gaps in preschoolers’ vocabulary, syntax and language process skills with the Quick Interactive Language Screener (QUILS). Early Childhood Research Quarterly, 50, 114-128. https://doi.org/10.1016/J.ECRESQ.2018.11.006.
23. Liu, Y. (2022). Expectancy Effect on Academic Success of English Language Learners. BCP Education & Psychology. https://doi.org/10.54691/bcpep.v5i.1578.
24. Luo, R., Pace, A., Levine, D., Iglesias, A., Villiers, J., Golinkoff, R., Wilson, M., & Hirsh-Pasek, K. (2021). Home literacy environment and existing knowledge mediate the link between socioeconomic status and language learning skills in dual language learners. Early Childhood Research Quarterly, 55, 1-14. https://doi.org/10.1016/j.ecresq.2020.10.007.
25. Ma, L., Xiao, L., Liu, Z., & Liu, J. (2022). Teacher–student relationships moderate the link between socioeconomic status and foreign language learning: Evidence from China. Language Teaching Research. https://doi.org/10.1177/13621688221122236.Nederlanden, S., Schaeffer, J., Bakel, H., & Dirks, E. (2023). Socio-economic status and other potential risk factors for language development in the first year of life.. Journal of child language, 1-21 . https://doi.org/10.1017/S0305000923000478.
26. Madya, R., Malik, M., & Suparno, S. (2019). The Impact of Socioeconomic Status (SES) on Early Childhood Language Development. Proceedings of the International Conference on Special and Inclusive Education (ICSIE 2018). https://doi.org/10.2991/ICSIE-18.2019.26.
27. Martinez, R. A. (2018). Beyond the English learner label: Recognizing the richness of bi/multilingual students’ linguistic repertoires. The Reading Teacher, 71(5), 515-522. https://doi.org/10.1002/trtr.1679
28. Martiniello, M. (2008). Language and the performance of English‐language learners in math word problems. Harvard Educational Review, 78(2), 333-368.
29. Melak, Y. (2019). Challenges and Best Practices for English Language Learners: Extensive Research. Journal of Literature, Languages and Linguistics, 63, 28-34. https://doi.org/10.7176/jlll/63-04.
30. Norton, B. (2000). Identity and language learning: Gender, ethnicity, and educational change. Longman.
31. Olsen, L. (1997). Made in America: Immigrant students in our public schools. New York: The New Press.
32. References:
33. Scheffler, P. (2019). Review of Early instructed second language acquisition: Pathways to competence; Editors: Joanna Rokita-Jaśkow, Melanie Ellis; Publisher: Multilingual Matters, 2019; ISBN: 9781788922494; Pages: 257. Studies in Second Language Learning and Teaching, 9, 737-744. https://doi.org/10.14746/ssllt.2019.9.4.8.
34. Schneider, T., & Linberg, T. (2021). Development of socio-economic gaps in children's language skills in Germany.. Longitudinal and life course studies : international journal, 13 1, 87-120 . https://doi.org/10.1332/175795921x16233448663756.
35. Soomro, A. (2022). Challenges Faced by the Second Language Learners: A Review. Sindh Journal of Linguistics. https://doi.org/10.58921/sindhjol.v1i1.10.
36. Soto, A., Hooker, S., & Batalova, J. (2022). States and districts with the highest number and share of English language learners. Migration Policy Institute. https://www.migrationpolicy.org/article/english-language-learners-us-schools-states-districts
37. Sparks, R. L. (2016). Patience, empathy can help in assessment of English learners. Issues in Science and Technology, 32(2).
38. Valenzuela, A. (1999). Subtractive schooling: U.S.-Mexican youth and the politics of caring. Albany, NY: State University of New York Press.
39. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
40. Wang, J., Zhang, X., & Zhang, L. (2022). Effects of Teacher Engagement on Students’ Achievement in an Online English as a Foreign Language Classroom: The Mediating Role of Autonomous Motivation and Positive Emotions. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.950652.
41. Wolf, M. K., Kim, J., Kao, J. C., & Rivera, N. M. (2009). Examining the effectiveness and validity of scores for English language learners within a test validity framework. Educational Measurement: Issues and Practice, 28(1), 14-28. https://doi.org/10.1111/j.1745-3992.2009.00143.x
42. Cummins, J. (1981). Bilingualism and Minority Languages Children. Language and Literacy Series. ERIC.
43. Guo, Q., Roehrig, A. D., & Williams, J. M. (2020). Exploring the roles of verbal working memory and processing speed in reading comprehension among adolescent English language learners. Reading and Writing, 33(6), 1403-1425.
44. Hammer, C. S., Hoff, E., Uchikoshi, Y., Gillanders, C., Castro, D. C., & Sandilos, L. E. (2021). The language development of dual language learners: The role of English language input, instruction, and poverty. Early Childhood Research Quarterly, 53, 18-28.
45. Krashen, S. D. (1982). Principles and practice in second language acquisition (1st ed.). Pergamon Press.
46. Pace, A., Levine, D., Golinkoff, R. M., & Hirsh-Pasek, K. (2019). Identifying pathways between socioeconomic status and language development: the mediating role of maternal language. Journal of communication disorders, 82, 105927.
47. Silverman, R. D., Proctor, C. P., Harring, J. R., Doyle, B., Mitchell, M. A., & Meyer, A. G. (2022). The Impact of English-Speaking Peers in Elementary School Classrooms With Spanish–English Bilingual Learners. Reading Research Quarterly, 57(2), 299-316.
48. Yang, C. (2021). Integrating morphological awareness instruction with self-regulation strategy development for adolescent Chinese-speaking English language learners’ vocabulary learning and reading comprehension. Contemporary Educational Psychology, 66, 101980.
منشور
2024-10-16
كيفية الاقتباس
Neimat Idris Moh. Saeed Omer. (2024). Exploring the Intricacies and Interferences of Spoken and Written Language Acquisition in English Language Learners: Challenges and Strategies : (A case study students of language &Translation Department at Awajh Collage in University of Tabuk). Journal of Arts, Literature, Humanities and Social Sciences, (113), 440-467. https://doi.org/10.33193/JALHSS.113.2024.1264
إصدار
القسم
المقالات
الحقوق الفكرية (c) 2024 Neimat Idris Moh. Saeed Omer
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