# data[].attributes.headline
Getting Started (1960 and 1970) (Phase 1)

# data[].attributes.subject
Getting Started (1960 and 1970) (Phase 1)

# data[].attributes.headline
Cognitive Phase (late 1990 onwards) ( Phase 3)

# data[].attributes.subject
Cognitive Phase (late 1990 onwards) ( Phase 3)

# data[].attributes.body
Acording this theory observed The interaction used in dialogues for Kids when leraning a L2, for construct a base formed in a dynamic way and the interaction in L2 acquisition this mechanism  can be efficient  when we are talking about  some activities for young learns focused their goals into interaction with onde another.

# data[].attributes.body
Some caracteristics of learning a second linguagem in Brazil, learnes is seen as multilinguism wirh multiple competences and The are always open to change.  It also share that the L2 learners it is complex, heterogenerous and disassociated with monolingual SLA, share a set of fundamentals that combines social and cognitv  perspective in L2.

# data[].attributes.headline
Input 2: The nativista view - internal processing mechanism 

# data[].attributes.subject
Input 2: The nativista view - internal processing mechanism 

# data[].attributes.body
It emphasizes the learner - internal factors, learners as a  grand initiatior they have the abilities to discover the L2.  It is seen merely as trigger and the role of input data is minimal which activates the International mechanism.

# data[].attributes.headline
Input 3: The interactionist view - input factors, Inglaterra mechanism

# data[].attributes.subject
Input 3: The interactionist view - input factors, Inglaterra mechanism

# data[].attributes.body
Learners mental abilities and the linguistic enviroment is processing mechanism are determinados by the nature input.  The discurse which learner and cartazes jointly construct. Although the important data are not just the utterances produced by the learner.