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Teaching English to Speakers of Other Languages (TESOL)
Research efforts to determine the best or the most appropriate strategies in teaching English via adult second language acquisition (SLA) strategies have yielded controversial results. Promoting the integration of a second language into the native language framework of the adult student is more difficult than in educating a child due to the limited elasticity of their cognitive language acquisition framework. Moreover, due to the shifts in the population demographics of the United States, it is pressing to identify positive strategies through which non-native English speakers can identify and acquire second language knowledge. This paper shall compare the subversive/immersive approaches in adult SLA strategies to the whole language approaches. In doing so, this paper demonstrates that whole language approaches are more effective as they promote and embrace the context in which the adult second language learner can acquire information.
