Introduction

ESL students are faced with the challenge of learning a new language and, at the same time, of having to learn in that language. It requires more linguistic skills to use language for academic purposes than it does for everyday conversation. ESL children need to know both at the same time.

This chapter looks at what International Education can learn from recent research and theory on second language acquisition. The difference between conversational and academic fluency is discussed, as is the length of time it takes to develop both in the school context. The way an ESL child uses both her languages to improve her understanding is presented and the impact of recent brain research on pedagogy is considered.

The theories of Collier and Thomas, Cummins, Halliday, Krashen and Vygotsky are presented and their relevance to International Education is discussed. Practical suggestions are made for planning and organising instruction so that ESL children can participate and develop their academic language proficiency in all areas of the curriculum.

In conclusion, implications of the research and theory are proposed for both educators and parents.

How Students Acquire Conversational and Academic Fluency

Research (e.g. Collier & Thomas, 1997; Cummins, 1981; Hakuta et al., 2000; Klesmer, 1994) has shown that second language students acquire considerable fluency in the dominant language of society when they are exposed to it in the environment and at school. Collier and Thomas' 1997 research among middle-class immigrant students, taught exclusively through English in the Fairfax County district of the USA, suggested that a period of 5 to 10 years is required for students to catch up with their L1 English speaking peers. ESL children in many International School contexts may be exposed to English only when they are at school. However, it is generally observed that these students achieve considerable fluency in about two years.