Language Acquisition is the process by which learners acclimate the processes, rules, practices, and conventions of a target language into basic interactive communication strategies. The Language Acquisition process does not necessarily pertain to merely regurgitating facts, ideas, or concepts about the target language but to comprehending and demonstrating the use of linguistic units taught in authentic settings and conditions. 

     However, the citation of shared cultural references can become a problem, especially with overruling English language authorities from native English-speaking countries. In this sense, a cultural disparity might come into play. It might disrupt the ever-widening gap of liaison between the context of the learners and the reference materials. Nevertheless, the margin does not only lie in the context of the language learning process but also in many aspects of language teaching. Here are some pointers on bolstering the language acquisition of English as Second Language Learners. 

1. Make language learning increasingly engaging. One of the secrets to keeping students coming for more of your language lessons is making the learning process exciting. You may consider establishing a meritocracy as you gamify your activities, discussions, and assessments. You may also consider making your discussion more integrative in morphing your activities, discussions, and assessments to cater to the students’ hobbies, interests, and passions. Yes, this may take a longer timeline in teaching and ensuring comprehension and retention of the prescribed lessons, but at least the students will find the learning process more meaningful and worthwhile. 
2. Diversify your methodology. Predictability can be comforting in most cases, but in language learning, if the students know what will happen next, then the classes might turn more and more lethargic until it eventually goes back into becoming a burdensome procedure for the students. Hence, the need for a constant diversification of one’s methodology of language teaching to induce anticipation and excitement and the element of surprise in one’s classes. The first two pointers are heavily reliant on Krashen’s Affective Filter Hypothesis. The said hypothesis concerns how the students feel about the language learning process as the primary determinant of the pace and depth of the acquisition procedure. 
3. Exemplify the normalcy of errors and mishaps in the language learning process. A teacher who does not put a guise of perfection reaches the empathy and attention of students faster and more profound. The teacher must exemplify that it is okay to make mistakes and fall short of their learning objectives as they acquire a language. This will assure students they are not alone in these lowlights or low points in their language learning endeavors. As mentioned by Maslow in his Hierarchy of Needs, belongingness is one of the most foundational needs a human being must satisfy to reach greater heights of actualization. 

By: MRS. NORALYN G. AGBAY |TEACHER I | BATAAN NATIONAL HIGH SCHOOL | BALANGA CITY, BATAAN