Language distance- some languages are more or less difficult to learn, depending on how different from or similar they are to the languages the learner already knows
Native language proficiency- the more academically sophisticated the student’s native language knowledge and abilities, the easier it will be for that student to learn a second language.
Dialect and register- learners may need to learn a dialect and a formal register in school that are different from those they encounter in their daily lives.
Language attitudes- learning a second language does not mean giving up one’s first language or dialect.
Home support- support from home is very important. Parents should value both the native language and English.
Motivation- being intrinsically motivated where the learner engages in an activity because it has value, is interesting and is challenging.
Classroom interaction- meaningful interaction with others in the target language found in instructional conversations and collaborative classroom work
Age
Personality and learning style- some learners like to pick apart words and sentences and others need to experience overall patters on language in meaningful contexts before making sense of the linguistic parts and forms. Some learners are more visually oriented and others more geared to sounds.
Peers and role models- keep peer influences in mind and foster a positive image for proficiency in a second language. Students need to have positive and realistic role models who demonstrate the value of being proficient in more than one language.
Quality of instruction
Cultural background
(Reading Rockets, Context Counts in Second Language Learning)