A Psychopedagogical and Socioemotional Profile for Students who Acquired English as a Second Language.

To succeed in the teaching and learning process of a foreign language, teachers must know their students as much as they can. Who are they? Where do they come from? What is their English learning experience? What is their learning objective or their motivation to learn? The answers for these questions provide information that allows EFL teachers to design their lessons based on who the students are and what they feel. One scenario may consist in students who had the experience of immigrating to an English speaking country at an early age or for a considerable amount of time, enough for having acquired the language communicatively in the cultural context of the foreign country. This article summarizes the making of a psychopedagogical and socioemotional profile for these students. This research intends to find the necessary information that can allow EFL teachers understand SLA students' needs, behaviors, beliefs, and learning styles. [ABSTRACT FROM AUTHOR]