Acquiring English as a Second Language for Mexican American Students

Acquiring English as a second language takes time, dedication and guidance from family, peers and most importantly from teachers. Many Mexican American students become effective bilinguals after they acquire English, while others slowly lose their native language. Through use of literature review, surveys and interviews to Mexican American college students and elementary teachers, this capstone examines how Mexican American students acquire English both at home and at school and find ways to improve their classroom learning experiences. Research reveals that the students’ language spoken at home determines whether they could be placed in a bilingual or English-only classroom. In addition, various effective teaching methods could be used to enhance their learning, including their interaction with their siblings at home. It is important to note that students’ needs must be met in order for them to acquire the English language effectively while maintaining their native language