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The Silent Period of Second Language Acquisition – Know This Before Frustration Takes Over!

There are five different stages in the second language acquisition process:

1) The period of silence

2) The first production period

3) The period of emergence of speech

4) The intermediate production period

5) The advanced production period

Even if there is a lot of research on these different stages, on these five periods, probably the most misunderstood, ignored or even misunderstood by both teachers and students is the first, the Period of Silence, which will be the subject of our today’s article. .

What is the silent period?

The first stage of the language acquisition process is called “The Quiet Period” simply because students don’t talk much yet. In some learners, this period can be shorter or longer, ranging from 2 to 6 months, although it can also take much longer, depending on the learner’s exposure to the foreign language.

For example, a foreigner living abroad and surrounded by a new language all day may have a shorter period of silence than a student in his home country who attends a bilingual school where a second language is taught. four or five hours a day. In turn, this student’s period of silence can be considerably shorter than that of a learner who studies a second language for only two hours a week. It therefore becomes clear that it is almost impossible to generalize the length of this period because it depends on many personal and individual variables that come into play.

The main characteristic of this stage is that after an initial exposure to the language, the learner is able to understand much more than he can produce. You can easily see this in two-year-old babies too! You can talk to them normally and they can certainly understand everything you say. However, even if they meant exactly what you said, they couldn’t. They may use some of your words, but it would be impossible for them to express their ideas in an organized manner in the same way, despite the fact that they can understand every word we have spoken.

This goes hand in hand with the fact that understanding preceded production. We can always understand much more than we can produce. For example, although I know little or nothing about economics, accounting and marketing, when I watch or read news reports on these fields, I can get a pretty good and accurate idea of ​​what these reports are about. . However, if someone asked me to explain what the reports say, I would surely resort to general language and simpler explanations to describe what the experts said using specific jargon and technical analysis.

In other words, at the level of comprehension, I managed to understand everything, but at the level of production, I perhaps couldn’t manage to express everything that I heard in exactly the same way. Nevertheless, with more exposure to these topics, and if they became meaningful to me and part of my daily reality, after a while I would be able to start using this specific jargon as part of my everyday vocabulary. In this example, the amount of time between my initial exposure to the subject, perhaps the first time I heard a report on these subjects, and when I was able to talk about them freely without jargon or any issues related to language, could be considered my silence. period in the field.

I want to emphasize here that I am stretching the definition of the linguists of this period a bit by saying this. Linguists specifically refer to when a person begins to acquire the language through exposure to it, understands a lot but is still unable to express their ideas. When they talk about the “silent period” they do not imply that it refers to language acquisition at any stage of the second language acquisition process as I do. This is my humble opinion after several years of working with second language learners. Again, this is something that I have personally noticed and which I think could apply perfectly to language learners at any stage of their learning, as the previous example shows.

As we have just seen during the first contact between a learner of a language and a second language, this of course takes on a new dimension. For a long time they may be unable to utter a single word and that is perfectly fine and is part and parcel of the language acquisition process. What’s so special about this period is that it has the particularity of driving adult students anxious and driving teachers crazy! This is by far the most difficult time for both teachers and students.

One of the main reasons I decided to write this article was to remind teachers of this crucial step in second language acquisition and to make students aware of its existence so as not to impose a heavy burden. By knowing this simple fact, teachers and learners can share the joy of teaching and learning without the stress associated with feeling like they are not achieving their goals.

On occasion, a teacher’s lack of knowledge on these sorts of issues can produce unintended disastrous results on their students’ self-esteem. How common it is for those of us who specialize in teaching methodologies to encounter disappointed or even angry teachers complaining about their students’ lack of progress.

“We’ve been working on the present for more than two months. We’ve done exercises, lots of rehearsals, we’ve created real situations to bring the language to life and yet they can produce little or nothing!”

“How come they don’t learn after doing this for over three weeks!”

My answer in most cases is the same: “Just give them more time.”

Over time, provided our students are in a truly communicative setting, they will begin to produce what they cannot do now.

Generalized ignorance of this stage of the language acquisition process can create very undesirable situations. As a Colombian proverb says: “la ignorancia es atrevida”.

Lacking an exact English idiom, or at least not knowing one myself, I will proceed to explain its meaning. The saying basically says that “ignorance is rude and makes us do stupid things”.

On one occasion, while working at a nice school in the United States where I was teaching English as a second language (ESL) to a Mexican child, I received a call from my supervisor. She was extremely concerned as the principal of the school where I worked had called her to complain about my skills as a teacher as my student “had made no progress” since she had started receiving my services. . Even though this same principal had attended one of my classes and even written a report that my work was “above average”, she seriously doubted that my teaching approach was really working. After all, although the lesson was fun and provided plenty of communication opportunities for the students to use the language, she had seen no drills, no repetitions, no gap-filling exercises and no grammar rules had never been introduced to my group of “seven”. -years.” So, in his opinion, it was only natural that this student could not do or say much in English. The funny thing is that… this student has been in the United States for less than two months and has been receiving ESL services for less than a month and a half!!!!

Moreover, contrary to the idea that this director had, she had made HUGE progress. She could already understand most of the basic class greetings and directions; she could understand several types of questions on different topics of daily life. She could even understand a lot of things people told her to do and basic facts! However, when it came to talking, she could just say a greeting or two and produce “yes” or “no” responses. Does this mean that she had made no progress? Does this mean that she had learned nothing? Not the least! On the contrary, she was well advanced in her initial phase of acquiring a second language and very soon after, she entered the first production period. Pure and simple, she was going through her period of silence.

When I spoke to the principal and explained to her, as politely as possible, what the quiet period was and this girl’s progress, she couldn’t help but blush and sigh in relief. to the idea that “we hadn’t wasted our time!”

Once again, by knowing this simple fact, we can relax, enjoy what we are doing without the frustrating feeling that we are getting nowhere. Students can also enjoy the freedom of knowing that sooner or later they will be able to put into practice everything they learn now, given the right language setting (for more information on the right language setting, please read my other articles: “Are you in a truly communicative second language classroom?”, Getting the most out of your second language acquisition program” and “Second language acquisition among adult learners – Parts 1 and 2. “)

If we are “masters and commanders” of our class, as can happen if you have your own language school or are free to do whatever you want, just knowing this simple fact can give you a whole another perspective of your work. . However, if you work for someone who demands fast and immediate results, the best advice I can give you is to do your own research on this topic; read as much as you can and be prepared to account for everything you do with your students. Talk to your supervisor, your peers, your students, or anyone else who demands results now and simply explain to them what the wealth of research on this issue shows. More often than not, the light cast by knowledge will dispel the darkness that surrounds ignorance. Not only will they understand what you mean, but they will also appreciate your efforts to make your classes more enjoyable and stress-free.

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