Second Language Acquisition in Adults: Why Is Learning a New Language Difficult?

http://www.access2interpreters.com/learn-another-language-brain/

Many adults these days have a desire to learn a second language, but are finding out that it's not all that easy. As an employee at Barnes & Noble, I've had customers ask me about language learning books because they are having trouble learning one. I, myself, am trying to learn Spanish, but find it to be quite difficult. Why is this, though? Why is it harder for adults to learn a second language than it is for children?  

 This topic has been explored in the press a lot, so adults can look no further for some answers to their question. The articles in the press are geared towards older adults who most likely do not have pre-existing knowledge on what language learning entails, but they still provide accurate information and raise similar points that scholarly articles do.

 As Abby Abrams states in her TIME article, it is easier for children to acquire a language because of their age. The "sensitive period", which is the best time for one to learn a language, lasts until puberty, and it is during this time that one's procedural memory is stronger. As we age, other parts of our memory mature, and the procedural memory is no longer in charge of language learning. As a result, instead of learning a language through observation or experience like children do, adults learn by studying the grammar rules, which is more difficult. The idea of this sensitive, or critical period, is also explored in a scholarly article by Anca Maria Slev. She, too, states that the prime window for language acquisition takes place before puberty because after adolescence, it is no longer an "automatic" acquisition like it is for children, but a "conscious effort" to gain proficiency. 

(One's ability to learn a second language decreases at the "critical period", around the time of puberty.
Image from: http://www.brains-explained.com/why-its-tough-to-teach-an-old-brain-new-tricks/)

Another disadvantage adults face is the decrease in the brain's plasticity. An article in the Guardian explains plasticity as the brain's ability to change itself when new experiences get introduced. So, the older one is, the harder it is for their brain to adapt to the new language. Fei Deng and Qin Zou also explain in their article the affect plasticity has on language learning, stating that it is the plasticity that allows children to acquire a second language, and the change in it overtime is what makes it more difficult for adults.  

Although adults have these disadvantages, it does not mean that they cannot acquire a second language. As Laura Keen writes in Forbes, one of the keys to learning a second language is motivation. The more time an adult spends learning the language, the better they will be, and every day exposure will help with that. However, Fei Deng and Qin Zou deem motivation as also being one of the difficulties adults may encounter when learning a language. Children's motivation is innate since they see language learning as being necessary for survival and communication; for adults, they have to find something to motivate them to learn a second language and then devote themselves to extensive studying. However, once they find this motivation, it will help them acquire the language easier and quicker.  

Children with Dyslexia

We live in a world surrounded by words. One of the first, and arguably the most important thing children learn in school is how to read. Although many students learn to read proficiently, there are those students with dyslexia who require more help and resources, but can learn to read and excel in school too. According to “Research conducted at the National Institute of Health indicates that as many as 1 in 5 individuals struggle with dyslexia and related learning disabilities”( Words, words, words: October is Dyslexia Awareness Month ). That being said, dyslexia is a significant topic in education and making sure students with this disability can reach their full potential. Recently, there has been many legislations put into place so that dyslexic students can have the services they need. The problem is that even though there are services for these students in schools they are usually not the most effective in actually improving dyslexic students’ abilities. In addition, the problem also lies in the fact that “teachers (including general education, reading specialist and special education) often receive no training in dyslexia and the appropriate educational interventions” (Words, words, words: October is Dyslexia Awareness Month). With better trained teachers, children with dyslexia will have the support they need for their disability.

In addition, going along with school services and better trained teachers, the article, Dyslexia is a misunderstood learning disability also brings up research about dyslexic children and schooling. Specifically, the article discusses how “Research has shown strong correlations between dyslexia symptoms and deficits in short-term memory and executive functioning” (Dyslexia is a misunderstood learning disability). Executive function is a student’s ability to behave themselves in a classroom. This fact relates to a scholarly article I found in my prior research called, "The Development of Executive Function and Language Skills in the Early School Years" by Debbie Gooch. In Gooch’s longitudinal study children completed different tasks at ages 4, 5, and 6 years old. After each task, the parents and teachers would rate their attention and behavioral skills. The study concluded that students with weaker executive function are more likely to have dyslexia.

           

October is Learning Disabilities, Dyslexia and ADHD Awareness Month. There was an event in New York City, hosted by Understood.org, in a campaign they called #BeUnderstood: Make the Invisible Visible" to bring awareness to the public. At the event, there was a simulation where people got to see what it is like to have one of these disabilities. In the article, Mimi Corcoran, president and CEO of the National Center for Learning Disabilities (NCLD) states that, "Many kids with learning and attention issues feel misunderstood" (Pr Newswire). Which is how the event got its name. This event was a great idea and did an amazing idea in informing people. Because of the event people are more educated and those with these disabilities can start to feel understood.

(This picture shows a girl doing the simulation at the event in NYC https://www.prnewswire.com/news-releases/everyday-people-take-dyslexia-simulation-challenge-to-support-learning-disabilities-and-adhd-awareness-month-300543241.html)