LANGUAGE-SPECIFIC ENGLISH GRAMMAR ISSUES
Students' first languages shape how they experience English grammar. Learners often struggle most with structures that don't exist or work differently in their mother tongue—for example, article use for speakers of article-less languages, verb tenses for learners whose languages don't mark time the same way, or word order for students coming from more flexible or very rigid syntax systems. These challenges stem from language transfer, where learners rely on familiar patterns from their first language when using English.
For ESOL teachers, understanding these differences is crucial because it helps them anticipate common errors, explain grammar more clearly, and choose teaching strategies that target real learner needs. This awareness leads to more inclusive, efficient instruction and reduces frustration for both teachers and students, ultimately supporting better learning outcomes.
We've compiled a short list of "mother-tongues" and outlined the challenges for speakers of each of these. We hope to add more languages in the future.
French-speaking students
Chinese-speaking students
Spanish-speaking students
Arabic-speaking students
German-speaking students
Korean-speaking students
Turkish-speaking students
Polish-speaking students
Hungarian-speaking students
Japanese-speaking students
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