One of the mishaps is that the immigrants make the language as a second language. The instance, therefore, creates the need to understand the background of the students and the consequent effects that the background has on a new course. Moreover, a prior analysis of the various misconceptions that learners have towards learning a second language is crucial with the aim of establishing the best of course of action. Other factors that may be of help in teaching English to immigrants is the consideration of the processes that involve the knowledge of English and consequently comprehend the wider scope that represents the cultural and social issues. The issues that shape up the acquisition of the English language by the immigrants is thus are a constituent of the essay. The article also articulates on the different solutions that are relevant in the complex process of the language learning. A summary appears at the completion of the document in an instance of giving a preview of the whole document.
Misconceptions misrepresent the needs of immigrant students and present simplistic approaches to second language learning and complicate the process of teaching and learning English. If students communicate in English, they have competence to use language in mainstream courses. Educators sometimes assume that if immigrant students can communicate in everyday life, they can have the competence to use language in an every variety of settings, especially mainstream course of English. However, there are gaps between everyday communication and mainstream courses language use for the second language learners (Cacden, 1988). These gaps occur because there are differences between home based and course-based value system and knowledge. Such Differences between home and English courses lead to difficulties for English language learners to access to academic and mainstream course language (Tharp & Gallimore, 1988).
Based on this misconception, immigrant