Abstract:
Learning English as a second language is a valuable endeavor, offering cognitive, academic, and social benefits. In Kenya, English is not only one of the official languages, but also a compulsory subject and the language of instruction in the Kenyan education system. However, most children are expected to acquire it as a second language in early years of learning. Nevertheless, children often encounter numerous hurdles when acquiring a second language. This study analyzes the challenges faced by children in acquiring English as a second language and the coping strategies that they employ. It is anticipated that the findings will offer insights on these hurdles and illuminate on how educators and parents can support children in their language development. The framework for the survey is based on Selinker (1972) interlanguage theory, which refers to the language of second language learners which is seen as a dynamic system moving in the direction of the target language. Data was collected through informal interaction with a six year old grade one girl at home. Findings from the study indicate that diverse obstacles at various levels of language are encountered by children learning English as a second language. Consequently, children employ varied strategies in their communication including avoidance of problematic items, borrowing words, constructing entirely new expressions, overgeneralization, switching to the first language, and asking for clarification. Therefore, it is hoped that understanding the difficulties they encounter and the strategies they employ will ensure that parents and educators are patient with the children, offering them proper support, exposure, and motivation to unlock the lifelong benefits of learning English as a second language.
