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of language generally taught at schoolmore quickly than younger
children. Therefore, if the primary language is important for
knowledge transfer to the second language, that importance should
become more rapidly evident in studies of adolescents than in studies
of younger students. Because adolescents form social groups and main
tain social contacts more independent of authority and direction than
do elementary students, it is theorized that adolescent second
language acquisition should also provide fruitful ground for observing
the social aspects of language learning.
Often, adequate exposure time to the target language is inter
preted to mean the number of minutes of classroom instruction within
the school day. However, classroom exposure is only one facet of
language learning. Fillmore's (1976) use of the term "adequate ex
posure time to the target language" points to the need for linguistic
interpersonal interaction as one of the major determiners of language
acquisition. The social influence of language learning must seriously
be considered if schools are to fully integrate the limited English-
speaking student into the English-speaking population. Expanded
understanding of "adequate exposure time to the target language" can
be translated into improved training programs for all school personnel
where there are large populations of second language learners. It can
also be useful in working with parents to plan more effective programs
for their children and for bridging the cultural and linguistic gulf
which may exist between the minority language community and the larger
English-speaking community.
By looking at these limited English-speaking students as in
dividuals, as well as members of a specific cultural and linguistic