Myths And Misconceptions About Second Language Learning Summary

Article Review on “Myths and Misconceptions about Second Language Learning.”

“Myths and Misconceptions about Second Language Learning” introduces many teachers’ misunderstanding of how children learn their second language. It is a digest that is based on the report by Barry McLaughlin’s research on Santa Cruz’s "Myths and Misconceptions About Second Language Learning: What Every Teacher Needs to Unlearn." The author lists out five common assumptions and explains how they are not true, and further indicates that these assumptions may harm children as teachers put wrong expectations on them.

To begin with, many teachers hold on to the misconception that children can learn more easily and quickly because their brains are more flexible. Adolescents

Many people in Taiwan are fond of saying that their children understand certain kinds of languages as if they had acquired them successfully; however, when asked to use them properly in writing or reading, they may not be able to do so. Acquiring a second language is not for showing off; instead, it should be used to enrich one’s cultural background.

Most importantly, it is always crucial to know that children do not learn in the same way. Even though knowing this concept, many teachers in Taiwan still tend to mainstream the students. Because of this reason, some of the children may have lost their chances of acquiring the second language.

In sum, it is true that putting wrong expectations on children may cause them to dislike a second language. Therefore, just as what the author of “Myths and Misconceptions about Second Language Learning” points out, it is really important for teachers to hold a correct attitude to teach languages. Teachers should not assume that children learn faster and more easily; in fact, adolescents and adults may have developed better ways to acquire a new language. Hence, teaching languages in respective ways may be a feasible way