Learning “English as a Second Language” Learners

There are three levels of behavior of the cognitive domain which are particular to second-
language learning. Therefore, in asking the question, “Do individuals demonstrate similar
behavior patterns when learning a language?” what becomes apparent is that language learning
behaviors are a necessary, interactive, stage that English as a Second Language students find to
be a very helpful and productive cultural approach to literacy. It is in that cultural approach to
literacy that one connection to language learning becomes noticeable: sub-cognitive behaviors.
These behaviors are often exhibited without the student’s awareness of what they are saying or
writing. These specialized verbs assist by providing listening and understanding while learning,
in other words, clarity for the target audience. Sub-cognitive behaviors are of two types, those
which require the application of rules and those which can be acquired by paired-associate
learning.

In teaching the English language to adults, the distinct specialized behavior that is often
transferred from teachers to students provides insight with a socially situated nature of reading
and writing and speaking a language. Because “English as a Second Language” students work
toward two common goals; that of learning the English language and that of becoming US
citizens, learning the language properly requires a huge amount of repetition in practicing;
similar repeated behavior patterns may be part of these multi-level language learners’ strategy.
Behaviors that demand a command of information presume a mastery of the vehicle of
instruction, language literacy.