1. Learners who are illiterate in their own language may pose real problems when learning English as a second language as the teacher may lack other means of explaining English words in their first language. Thus it is important that the teacher should adopt a different approach when dealing with such students who illiterate in their first language as they may find it difficult are formulating words or concepts in their own language and later on interpreting it into English.
Consequently, ESL learners who are literate require no special approach as they will be able to relate words hence perception and memory are enhanced. Age does make a difference as children who are illiterate in their native language are likely to learn ESL more easily than their elders who are illiterate regarding their native language. This is because children are less practical than their elders.
2. There is no set timeline for learning ESL as different people possess different capabilities to learn the language. Consequently, there is no real end to learning a language as each day new words do come up thus making learning ESL a continuous process which does not require a timeline. Various factors contribute to the absence of the timeline such as age of the learner as children and adults have different capacities to learn English as a second language.
Then There is the factor of the number of learners who share the same first language in the class as they can be able to interpret English words in their own language and later on to English hence increasing understanding. The other factor is the amount of time spent learning ESL whether more or less time misallocated for the subject hence increasing chances of teacher-learner interactions.