Understanding Learning Timelines for Adults in Second Language Training

2024 - 12 - 4

Authors

Executive Summary

Cimminnee Holt, Policy Researcher, Provincial Employment Roundtable

Sithandazile Kuzviwanza, Director, Policy and Research, Provincial Employment Roundtable

Morgan Gagnon, Interim Director, Policy and Research, Provincial Employment Roundtable

This report examines the length of time it takes for adult learners to become functionally proficient in a new language, as well as the factors that can impact learning timelines. With the 2022 adoption of Bill 96 in Québec, French was recognized as the common language, the only official language, and the working language in the province. Within this new linguistic policy framework, the learning timelines for individuals to learn enough French to navigate Québec society and workplaces is now an area of increased research and policy debate.

Through mixed primary and secondary research methods, we investigate learning timelines for adults to learn a second language, including for adults looking to integrate into the labour market. We find that there is no consensus among the existing literature and language teachers regarding the specific amount of time it takes an adult to learn a language. Learning times differ due to a variety of learner-specific and environmental factors such as the learner’s prior language, their target language, and the frequency of language learning sessions. We examined existing language programs that aim to have participants reach functional proficiency and found that they offer a range of instructional times.

Key Findings:

The amount of time allocated for individuals to reach functional proficiency in their second language varies significantly across language learning programs. The programs examined had 250 to over 1000 hours of instructional time.
Various learner-specific factors impact learners’ experiences and outcomes in regard to second-language acquisition. These include motivation, time devoted, prior languages, age, disability and neurodivergence.
Environmental factors such as socioeconomic status, the structure and goal of language programs, and a supportive learning environment impact learning outcomes.
Immersive experiences tend to improve spoken proficiency since learners typically engage in spoken exchanges with more proficient speakers.
Classroom instruction positively impacts written proficiency as learners have more opportunities to practice written communication and receive feedback.
In workplaces, employers and coworkers can positively impact learning outcomes by developing a workplace culture that embraces language learning.