Second language learning has often been taught using a rigid and uniform
approach where grammar, sound production, development of reading skills, and
written composition are taught as discrete units (Rivers, n.d.). This approach tends to lead to the implementation of artificial types of drills and practice exercises that do not prepare students for normal use of language and causes learners to disengage. Unfortunately, educators often get caught up on relying on traditional theories of teaching language out of comfort and convenience. In order for educators to create an environment where effective language learning can develop they need to understand their role as a facilitator of learning and develop learning strategies that help empower students to use language creatively and make it their own. Two theories that can be used in the classroom to help promote successful language acquisition are the Motivational Self System and the Language Socialization Theory (Ortega, 2014). Engaging the students in the classroom requires lots of patience. Ideally, the students should be willing to acquire the new language skills by realizing the benefit associated with being multilingual. But not all learners have the same eagerness to engage in class due to a lack of motivation. According to Ortega (2014) students are more likely to be intrinsically motivated when they engage in behaviour that they understand as self-initiated by choice and largely sustained by inherent enjoyment in the activity (p.176). Educators can help promote intrinsic motivation by providing learning opportunities that allow students the flexibility to make their own choices. For example, during a unit on food names, a teacher can collaborate with the students on a list of names of foods that they would be interested in learning about. This activity not only provides students with the opportunity to make choices but it also offers an opportunity for the students to highlight personal interests as well as likes and dislikes. The more students can make personal connections to a topic the greater chance they have of being motivated to learn about it. In addition to developing opportunities where students have choices, it is important that educators develop activities that allow students to become connected with the culture that surrounds the language. Language socialization is mainly ethnographic and longitudinal, focused on the relationship between language and culture, folklore, rituals, costumes, etc. typical of the second language place of origin (Ortega, 2014). Social events provide students with the opportunity to learn a language naturally while drawing on their own cultural knowledge and experiences. Social experiences also help students to understand the culturallinguistics behaviour of other cultures while to developing a deeper understanding of their own value systems and their own culture language (Rivers, n.d.). Activities that would support the socialization theory include class outings to cultural festivals. For example, in Coquitlam every year Maillardville hosts the Festival du Bois, which is a large francophone festival. This festival would be a great opportunity to attend with students because it hosts activities and attractions, such as live music, that reflect the French culture.
In conclusion, both theories complement each other, generate self-confidence
and a more cohesive social interaction, and certainly better second language students.
References Ortega, L. (2014). Understanding second language acquisition. Routledge. Rivers, W. (n.d.) Principles of interactive language teaching. Harvard University