I completely agree with this perspective. As Thomas and Collier (2002) emphasize, it takes 5–7 years for English language learners to develop academic language proficiency, even under effective instruction. This underscores the fact that language learning is a long-term process rather than a quick solution. From my experience, a strong sense of achievement (intrinsic motivation) and frequent exposure to the target language are essential for sustained progress. Furthermore, because language is fundamentally a tool for communication, creating immersive and meaningful contexts helps learners engage more deeply and make smoother transitions into English-speaking environments. As far as I’m concerned, patience, ongoing support, and contextualized learning opportunities are key to fostering long-term success.

It is always a good idea to avoid generalisations when it comes to learning English. The essential parameter is and remains the learner, his or her abilities, skills and motivation, even if they are in a context of strong teaching. 5-7 years is still a good average for completing tasks at pre-intermediate level.

Developing Academic Language Proficiency: A Long-Term Process

According to Thomas & Collier (2002), it takes five to seven years for English Language Learners (ELLs) to achieve academic language proficiency, even when they receive high-quality instruction. This finding has become foundational in bilingual education and language acquisition research, as it highlights a crucial distinction between conversational fluency and academic language competence.

Conversational vs. Academic Language

Language learning occurs on multiple levels. Conversational language (or Basic Interpersonal Communication Skills, BICS, as coined by Cummins) typically develops within 1–2 years, allowing students to engage in everyday, informal interactions. In contrast, academic language proficiency (Cognitive Academic Language Proficiency, CALP) refers to the ability to understand and use the complex, abstract, and discipline-specific language required for success in school contexts—particularly in subjects like math, science, history, and language arts.

This more demanding type of language takes significantly longer to develop because it involves:

• Understanding academic vocabulary and syntax,
• Engaging in critical thinking and argumentation,
• Comprehending and producing expository and analytical texts,
• Applying content knowledge through language.

Implications for Educators and Policymakers

Recognizing the extended timeline for academic language acquisition is critical for setting realistic expectations and designing effective instructional support. It challenges common misconceptions that language learners can "catch up" quickly with minimal intervention. Instead, it reminds us that language learning is not a remedial issue—it is a developmental, cognitive, and sociocultural process that unfolds over time.

To support ELLs adequately, educators must:

• Integrate language development into all content instruction,
• Provide scaffolded opportunities for academic discourse and writing,
• Offer long-term support beyond initial years of immersion,
• Value students’ home languages and cultural knowledge as assets.

A Call for Patience and Pedagogical Intentionality

This insight from Thomas & Collier serves as a powerful reminder that language acquisition is not a quick fix, but rather a long-term educational journey. ELLs need patience, intentional support, and consistent encouragement from teachers, families, and the broader school community. Only through sustained, well-structured instruction can these students develop the academic language proficiency necessary to fully access and succeed in the curriculum.