The negative influence of second language on student performance

Introduction

It is agreeable that many people desire learning a second language to expand their knowledge base, enhance their thinking and level of socialization (Floyd, 2011). While this may be true, emphasis on use of secondary language may have undesirable effects on student performance and by extension the education system. Available findings support the hypothesis that the use of second language as the school teaching language may be detrimental to the students (Naudé, Engelbrecht, Harding & Rogan, 2004 pp. 11, Collier 1989 pp. 118),). This is because the language undermines the actual purpose of education, where students spends most of their time trying to comprehend what some of the linguistic constructions means rather than conceptualizing the ideas contained there within.

, in fact, the impact of second language on student’s performance if not checked may be more detrimental than beneficial in the academic life of a student. This essay, therefore, on student overall performance.

Holistic education

The sole intent of education is to build up a holistic student. After going through the education system successfully, it is expected that the resulting person will have qualities which will make him or herwhole person with all that he or she requires to tackle life (Collier, 1989 pp. 115). For instance, the resulting student should be knowledgeable, emotionally and physically healthy, civically inspired, engaged in arts, and prepared for arts and economic self-sufficiency, and ready for the world beyond formal schooling. This canbe achieved only by actively engaging the student in the learning process.

The success of this form of education is founded on its heavy reliance on culture. Holistic education accepts and appreciates that knowledge is created within the person’s cultural context(Ruiz 200 pp. 12). Within this context, facts are seldom more than just the shared points of view. Holistic education encourages transfer of knowledge across separate academic disciplines. To achieve the purpose of education, holistic study principles dictate that a person must approach culture with exceptional keenness.

The greatest barrier to achieving holistic education is the use of second languages in education (McClure & Taylor, 2010). This is because holistic education heavily relies on the culture to achieve its intended purpose. However, use of the native language is vital in the maintenance of native culture. It is the native language that carries most of the aspects of a particular culture. Basically, a culture is defined by the language and any attempts to transfer aspects of that particular culture into a new language lose most of the aspects of the culture. It is thereby impossible to integrate the culture into an education system that uses a secondary language.

Many education researchers agree that the use of a language that is not dominant in the daily lives of the student impacts on their education prospects negatively. The report by McClure & Taylor (2010 pp. 105) further indicates that inappropriate language for instructions can tip the balance into complete exclusion for student facing any barriers in education. In linguistically diverse countries, particularly those with high rural population, it is very sensible to treat school language as one of the most important variables in fostering good quality learning outcomes as well as improving access.

A large body of information indicates that it is possible to have a mother tongue multilingual teaching. Mother tongue multilingual system is not only cost effective but also greatly expands access to education (Collier 1992, pp. 198). When planned and resourced well, mother tongue based multilingual education can have substantial impact on both education access and quality. Collier (1992, pp. 198) defines multilingual education as a type of learning that is instructed through the first language. Multilingual education is based on the idea, first-language-first. It advocates for learners to start learning their mother tongue first, followed by transition to other languages.

Student performance

As noted earlier, use of second language is detrimental to student’s performance. Collier (1989 pp. 118), notes that use of second language for teaching especially in high schools greatly influences non-native performance since language is better learnt at early stages of development. Second language teachers agree that the best way of gaining mastery of the second language is by mastering the first language first before then using the acquired skills to learn the secondary language. In another research to establish the correlation between second language and student performance, Collier argues that ‘’Overemphasis on second language in teaching leads to poor performance’’ (Collier, 1992 pp. 190).

She is backed by Naudé, Engelbrecht, Harding & Rogan (2004) who established a direct negative influence of second language on students’ performance in mathematics at a South African university. According to Naudé, Engelbrecht, Harding & Rogan, the poor scores are as a result of extensive time spent by students interpreting the question to their primary (vernacular) language so as to comprehend it (pp. 6).

Ruiz-de-Velasco, J. (2000) in Overlooked and underserved: Immigrant students in US secondary schools, explains how immigrants find it difficult in schools as they struggle to cope with a secondary language used in curriculum. Ruiz argues that, unlike previous findings, immigrants especially those with schooling gaps are negatively affected by the language used in American schools to teach them. Previously, it was argued that there is no significant difference in performance between native and non-native students’ performance (pp. 8).

Use of a strange language, one that the students are not comfortable with, results in the students getting confused (Ruiz 200 pp. 13). This reduces their contribution and interest on the subject of discussion thus reducing their chances of academic excellence in the topic of discussion.Majority of the people have at least experienced what it is like to struggle through the academic life. Similarly, a significant proportion holds testimony as to how it feels to be forced to drop out of learning institutions as a result of monetary and physical complications. However, Ruiz, , through her report suggests that only a few know what the frustration of being forced to set aside the quest for education because of language barrier as a result of the authorities deciding to use a language that the students do not understand

Floyd K .T. (2011)continues to present students who use English as second language being disadvantaged. He notes that while No Child Left Behind Act was meant to improve performance across the board, LEP students continue to suffer. This in turn influences the number of non-native students who graduate from schools.

Anxiety

Learning a second language can cause the student psychological disturbance. Research shows, students learning a second language have an associated state of anxiety which psychologist identify as specific anxiety. Language anxiety is defined as increase in tension and apprehension associated with learning, speaking or listening to second languages (Gardner, 1989 as quoted in Gregersen & Horwitz, 2002 pp. 3)

The common indices for testing language performance are standardized proficiency tests and course grades. Research as consistently shown a negative correlation between languages associated anxiety and performance in the above indices. This emphasizes the negative implication of anxiety on student performance and learning (Abedi 2004 pp. 5)

Furthermore, a student self-reports study conducted by Gregersen, T. and Horwitz, E. K. (2002) in Language Learning and Perfectionism: Anxious and Non?Anxious Language Learners’ Reactions to Their Own Oral Performance, illustrates how students react to oral assessment. Both teachers and students agree that learning a second language is associated with anxiety just like that observed in learning mathematics or sciences. The effect of this increased anxiety is poor performance in oral exams conducted in the second language which is projected in oral tests in other subjects. To help alleviate this, some teachers encourage students to learn a second language alongside their primary language. The argument behind this hypothesis is that as a student develops fluency in their mother tongue, they also develop skills necessary to learn the second language as well (pp. 126 – 127).

Impact of L2 on NCLB Act

The no child left behind act is a government reauthorization of the 1965 elementary and secondary act. It was created to improve the standard of education especially for the disadvantaged grouped through setting measurable goals and evaluating them. Among these were the assessment of basic skills like writing and reading in for children in elementary and secondary schools. This is then graded and reported as adequate yearly progress (AYP), which includes rate of students graduating from High schools (Abedi, 2004 pp. 4)

Abedi, J. (2004) in further describes the inconsistency experienced when evaluating school performance according to the new laws laid down in the No Child Left Behind Act (pp. 6). He notes a significant difference in performance in school with high population of Low English Proficiency (LEP) and their counterpart whose majority are the natives. Schools with many LEP perform dismally compared to other school. In earlier legislation had a compensatory mechanism where a student’s high scores in subjects with content requiring less language writing and reading like mathematics would compensate a student’s low scores in language (pp.7). Since the revision of this legislation, there has been a significant decrease in students overall performance, a situation teachers blame on the effect of second language.

Floyd K .T. (2011) continues to present students who use English as second language being disadvantaged. He notes that while No Child Left Behind Act was meant to improve performance across the board, LEP students continue to suffer. This in turn influences the number of non-native students who graduate from schools. The number of non-natives who graduate from US schools is continuously on the decline. This has been blamed on the language used in American institutions. Irrespective of the education policies put in place by the government, a number of non-natives continue to be LEPs and therefore affecting them negatively in academics.

Conclusion

Now more than ever, unity in diversity is vital for human development and justice. Reflecting this in our schools is vital. All those working to improve the quality and reach of education now have an opportunity to recognize the vital role that children’s language plays in learning.

The negative impact second language has on student performance is undeniable. The policy makers and the teachers should recognize this and put measures to ensure the life of non-native students is not drained into a ditch by the poor performance occasioned by the language used in the education system.

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