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Oral Proficiency - Descriptors
Influences on Oral Language Development
Given the variety of instructional, environmental, and personal factors that affect second language acquisition, it is difficult to say what factors might have the greatest impact on how quickly an individual adult ESL students makes gains in learning English. Adult learners come to ESL programs with a variety of prior educational and life experiences, English language proficiency levels, and educational goals. Learners also differ in the opportunities they have outside of the classroom for language acquisition and in the circumstances that affect their participation in class. For example, some learners may work in jobs that require them to use English and others may not; some are able to attend ESL classes several times a week and have opportunities to study English outside the program, while others do not. Other factors such as language aptitude, age, and motivation also each plays a part in rate of English language acquisition.
Specific program factors may also affect learners’ educational gains. Adult education programs are often tailored to take advantage of the few hours (typically 4–8 hours per week) that adult learners are available to study. Instruction may focus on a limited number of learner goals (e.g., finding a better job or helping children with their homework) or may span a wide variety of content topics and language skills. It is important to keep all of these factors in mind when considering expectations for adult ESL educational gain and attainment of goals.
Education for Adult English Language Learners in the United States: Trends Research, and Promising Practices 