In every process of learning, interaction among participants, immediate contributors, and surrounding environment is crucial. There are several factors to consider in the acquisition of the second language. The presence of predetermined and existing socio-cultural characteristic among the learner and the teacher affects the whole learning process. Furthermore, bilingualism and home language use is among the considerable factors in determining the efficacy of the language learning. The presence of resources within the limits of the family and community in learning English is also determined as one of the ways to evaluate the potentialities and improvements of the stated learning. Lastly, personal and scholastic involvement of people through cooperation can surely reinforce the success of the learning process.
Socio-cultural differences affect language learning. Charbonneau and JohnSteiner (cited in Cocking and Mestre, 1988) pick up the themes of culture and influence of daily life activities as the underpinnings of performance. As stated, the influences of school and parent on a child's learning are not straightforward because the two sources of socialization may or may not complement one another (Cocking and Mestre, 1988). The diverse nature of culture may counteract the progression of the process. However, with the unified goal of acquiring the English language and constant communication, everything finds its proper place. The socio-cultural explanation looks at the way people all over the world – in many walks of life, have come to depend on English for their economic and social well-being (Crystal, 2003). With this goal in mind, the socio-cultural differences among the ELLs’ families and school do not affect the language learning.
On the other hand, the study of childhood bilingualism may be described as having both theoretical and applied importance (De Avila, 1988). Baetens Beardsmore (1990) stressed that bilingualism is a growth area in education worldwide. The communication among the ELLs’ family and the school with regards to this aspect is highly needed because the preference of the language to be used at home is dependent to the child or parents’ mode of speaking. The definition of the primary language to be used will solve the difficulty and socio-cultural conflict. Additionally, the practice of the new language will progress as it regularly applies in daily speaking terms of the learner and his/her family.
There are many resources that the parent may use in aiding the learning process. The constant application and practice of the learned language at home is among the best resource. With the continuous usage of English as the lingua franca, progression is definite. Family literacy programs are a promising strategy for improving the language skills of children in immigrant families, as well as their parents (Takanishi, 2004). Other resources that parents and the community may use are the school-provided materials. Others may vary form home-based resources like television shows, newspaper or magazine, and daily exposure to various types of media.
In cultivating the relationship of ELLs families and the school, there is a need for this institutions to work into a common purpose. The unity in goal will eventually lead to the progress of the language learning and acquisition. The constant communication is indeed necessary. The school authorities as well as the families of ELLs must have an open communication line that will address the needs and concerns of both parties. Progression reports and appraisal is also necessary for both parties to obtain since it determines the success or failure of the learning process. Lastly, the families and school administrators should continuously proliferate and enhance the speaking skills of every English language learners.
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