This blog post I will be discussing factors that influence second language development in

Chapter 2 of Peregoy and Boyle. During this time for ELL students, it is difficult to only focus on
learning the language because there are many other factors that impact student’s learning. The
factors are split into four different parts containing, primary language development, the social
context of language learning environment, learner play and the interplay of sociocultural and
psychological factors, and teacher expectations and treatment of language learner “errors”
When it comes to primary language development, it is important to know that each language is
filled with rich and diverse cultural backgrounds that shape their languages and experiences.
The book states that “Research shows that knowledge developed in one language becomes
available for use in languages learned later in a process called transfer (Peregoy/Boyle, 76).
When learning a new language, these students can more effectively learn if they incorporate
their own cognitive abilities from their own language.For the social context of the environment,
students being surrounded by their new language will give them more opportunities to speak
and actively use the language. It is also evident throughout their daily lives, (movie theaters,
shopping malls etc.) and being submerged in these environments opens the doors for more
conversations and exposure to the language. When it comes to learners' ages, the students will
be learning at different paces and levels based on their age. Adult language learners have an
easier experience because they already have extensive knowledge in vocabulary, pragmatics,
and higher order thinking than those of a lower age. Teacher expectations will vary based on
the age of the student and their level of proficiency. Correcting errors in ELLs should not be the
focus, but rather use strategies like trial and error in order for the students to see their mistakes
and work from them to focus on their progression rather than what is right or wrong.
These factors are evident in the classroom, and I also think these apply for all students.
Personally, when I was learning Spanish in school, we had days where we were only allowed to
speak Spanish. Those days helped me learn more because I was surrounded by people only
speaking the language I wanted to learn. Also, as I increased in my Spanish courses, the
expectations from my teachers became higher. This also touches on the factor of age and that
since the teacher knew that we were just beginners the expectations were lower and focused on
the basics. While we progressed through our classes and aged, the material became more
extensive and the language was used more often, up to the point where we only spoke Spanish
in the classroom.