Motherly Notes Methods – Nurture Love Educate

by Julie Liu, University of Pennsylvania GSE, M.S. Ed. 2025

Learning a second language is a valuable skill that can open up many doors in our increasingly globalized world. However, despite the many advantages of starting early, many children face difficulties in becoming fluent in a new language. What makes the process particularly challenging for children, and how does it differ from adults trying to learn a second language? Drawing on both research and practical observations, the primary reason for children’s failure in second language acquisition appears to be lack of consistent exposure and practice.

The Critical Role of Consistent Exposure

When it comes to language learning, exposure is everything. Children who are immersed in a language through meaningful interactions and regular practice are more likely to succeed in acquiring it. In naturalistic environments—where children are surrounded by the target language—second language learners receive a much richer input of the language than they would in a typical classroom setting.

Studies have shown that in schools, the amount of language exposure children receive is minimal compared to real-life immersion. Research by Muñoz (2008) indicates that the years of formal traditional classroom instruction needed to equal the impact of ten years of immersion would exceed a lifetime. In essence, classroom-only instruction often falls short in providing children with the continuous and rich language input necessary to build fluency.

Recognizing this issue, I have spent years designing and refining Motherly Notes classes to mimic implicit language learning and providing a true immersion environment rather than a traditional classroom as you guys have experienced. Our class structure, culture and style would seem rather chaotic to some at first but make perfect sense when you think about it as true immersion.

Jia and Aaronson (2003) found that young immigrants who used the new language with peers and in the home, and who were exposed to media in that language, achieved greater fluency. In contrast, children who study languages in a more controlled, traditional explicit classroom environment may only receive limited exposure and have fewer opportunities for meaningful practice (such as the ones that only use textbook, learn straight grammar, etc). In the next section I’ll explain what I mean by implicit instruction.

Learning Environments and Implicit Instruction

Another significant factor in children’s second language acquisition struggles is the learning environment and the type of instruction they receive. For younger learners, language instruction is often implicit, meaning that they learn the language indirectly through activities such as chats, songs, games, and storytelling. This approach works well when children have a high level of language exposure, as it allows them to acquire the language naturally, without a conscious focus on grammar or linguistic structures.

According to Curtain and Dahlberg (2010), children “learn grammar in context, through usage, and not through analysis.” However, when the exposure is limited—such as in foreign language classes where children may only have the time to study vocabulary and grammar—this approach becomes less effective. In these cases, children may not receive enough repetition and reinforcement to internalize the language. Research has consistently shown that this lack of sufficient input hinders children from fully absorbing the linguistic rules and structures they need to achieve fluency.

This is an issue and challenge I have experienced and solved while still being in an online virtual classroom setting. Through our courses, we have STEAM, Comics, Literature, Speech and Essay as well as a plethora of other electives in history, money management, cooking, art, pop culture, karaoke, and hot comics. Exposure to all types of written and unwritten forms of Chinese is important for young language learners to become fluent. In addition, the consistent exposure to language day after day strings their environment into a mesh that is connected and defined for learning.

The Influence of Motivation and Confidence

Beyond the structural and environmental factors, children’s motivation and confidence play a key role in language learning. Children who are enthusiastic about learning a new language, whether due to interest in a particular culture or encouragement from family and peers, are likely to engage more actively. However, children may also struggle with confidence, fearing mistakes or becoming self-conscious about speaking a new language. This fear can inhibit their willingness to practice, which is essential for language retention and fluency.

One of the trainings our teachers participate in is our “100 Hour Training Program” where they learn about our American culture as well as sessions to understand the social emotional struggles children have with learning a second language. We train our teachers to fill the classes with silliness, jokes, and laughter to induce kids to break their barriers and not be afraid to make mistakes.  

Differences from Adults Learning a Second Language

While “lack of exposure and practice” is a common challenge for both children and adults, the mechanisms of language learning differ between the two groups. Children are more adept at learning languages through “implicit instruction” and natural immersion. Adults, on the other hand, often rely on “explicit instruction”—the structured teaching of grammar rules and linguistic patterns.

As children learn through implicit mechanisms, they benefit most from environments where they can absorb the language naturally and frequently, without being bogged down by technical aspects. In contrast, adults often do better with formal lessons that teach the “rules” of the language explicitly, allowing them to consciously apply this knowledge as they practice. Research by Rosa and Leow (2004) has shown that adults develop higher levels of metalinguistic awareness when given explicit instruction. However, even small amounts of explicit instruction can enhance older children’s metalinguistic knowledge, showing the potential benefits of a more balanced approach. This is where our weekend core classes kick in where we use native Taiwan textbooks to fill in the gaps needed in foundations.

Addressing the Challenge: The Need for Rich, Consistent Input

To overcome the challenges of second language acquisition, children need CONSISTENT, MEANINGFUL exposure to the language. In a classroom setting, this means integrating the language into everyday activities, giving children more opportunities to practice in a variety of contexts. Encouraging immersion through media, peer interaction, and even language use at home can significantly enhance a child’s ability to absorb and use the language naturally.

Further, while implicit instruction has its benefits, particularly for younger learners, there is value in incorporating explicit instruction, especially as children grow older. Studies suggest that combining naturalistic, implicit learning with some structured, rule-based teaching can provide a more comprehensive learning experience, addressing both immediate language use and deeper linguistic understanding.

With this research in mind, we also have children sit in our weekend native textbook courses to build that foundation for explicit learning. In addition, we do some writing exercises during the week to combine with our implicit teaching styles.

Conclusion

In conclusion, the most significant obstacle to children’s success in learning a second language is the “lack of consistent exposure” and opportunities for meaningful practice. Children acquire languages best when they are immersed in environments rich with language input, allowing them to absorb the language naturally. Implicit learning through chats, songs, games, and storytelling can work wonders in the right setting, but without sufficient exposure, children may struggle to achieve fluency. For successful second language acquisition, it is essential to create engaging, immersive environments where children can practice and experiment with the language consistently.

By addressing these key factors and providing children with both meaningful input and opportunities to use the language in real-world settings, we can help them overcome the common hurdles of second language learning.

References:

Curtain, H., & Dahlberg, C. (2010). *Languages and Children: Making the Match*. Pearson. 

Jia, G., & Aaronson, D. (2003). A longitudinal study of Chinese children and adolescents learning English in the United States. *Applied Psycholinguistics*, 24, 131-161. 

Muñoz, C. (2008). The Input Hypothesis: Issues and implications. *Annual Review of Applied Linguistics*, 28, 1-13. 

Rosa, E., & Leow, R. P. (2004). Awareness, type of feedback, and L2 development: A quantitative study of L2 learners’ noticing and learning outcomes. *Language Learning*, 54, 497-545.