This document discusses the major factors that affect second language learning. It begins by providing background on the author and their experience in ESOL teaching. Several influences on the author's practice are then mentioned, including researchers in the field. The document goes on to discuss the idea for the author's inquiry, which is to identify factors that affect second language learning. These factors include levels of language proficiency in the first language, motivation to learn the second language, and support from ESOL teachers. The author tracks learner progress through regular assessment and works with learners in class. Time, focus, and accountability are identified as challenges. The inquiry is said to enhance teaching quality and allow identification of next steps. Useful concepts discussed include self-

1. The Major Factors that
Affect Second Language
ESOL Area Cluster Learning
Meeting Term 4
21/11/12
Name: Sonya Van Schaijik
Twitter: @vanschaijik
School: Newmarket School
City/ Country: Auckland, New Zealand
Role: e-learning lead teacher, ESOL teacher
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2. My background
1998 2000
CLESOL Steering
National Diploma of TESSOL
Committee
2003
ESOL Verifier for the Advisory Board for
Ministry of Education the Graduate
Diploma of TESSOL
201 2013
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3. People who have influenced my practice in
ESOL
•Bilinguals
•First language maintenance
Colin Baker
Tove Skutnabb-kangas
Nancy Hornberger
Jim Cummins
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4. Aiono Fanaafi
Stephen May Patisepa Tuafuti
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5. The idea for my inquiry
Rod Ellis Sue Gray
Identifying the factors
CALPS in L1
Instrumental Motivation to learning a second language
Middle class backgrounds
Female
ESOL teacher working alongside the classroom teacher
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6. How long it takes to learn a language. Virginia P. Collier
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7. SOLO taxonomy – HOT tools
Pam Hook
John Biggs @arti_choke
Structured Observed Learning Observation – learning framework
Hooked on Thinking Tools
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8. Daily recording and checking of
reading log
Ongoing regular assessment and this
was fed back to the learners
Working with them in class as part of
the class programme.
The experience of mastery is the most important factor
determining a person's self-efficacy.
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9. The biggest challenges
•Time
•Staying focussed on the task
•Being accountable for my learners progress
Tracking the data
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10. Where to next
The inquiry enhanced the quality of teaching.
I could see the children’s progress.
It allowed me to build closer relationships with the children.
I was able to identify my next steps.
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11. Self-efficacy is the measure of one's own competence to
complete tasks and reach goals
Albert Bandura

12. I would like to leave you with.......
Withdrawal versus working in class
According to the Ministry of Education ‘one of the most effective
approaches is to fund an extra teacher to work alongside teachers in the
classroom, giving in-class support so that the English language learners can
learn alongside their peers.’
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13. Learn to greet your children in their languages.
CALPs
SOLOtaxonomy
Self Efficacy
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14. Some useful links.
http://www.wikispaces.com/user/view/ulimasao
http://www.newmarket.school.nz/Home/
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