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Peregoy, S. F., Boyle, O., & Cadiero-Kaplan, K. (2008). Reading, writing and learning in ESL: A resource book for teaching K-12 English learners. Boston: Pearson.

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1.  According to Krashen, language acquisition is a “natural process that occurs when the target language is used in meaningful interactions with native speakers. (Pg. 66)”

2. Also on page 66, Krashen defines language learning as “the formal and conscious study of language forms and functions explicitly taught in foreign language classrooms.

3. Krashen believes that only language acquisition lends itself to "natural, fluent communication."

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Going along with his belief that language, and language knowledge, can only be acquired, Krashen's Monitor Hypothesis claims that as students acquire knowledge about a language, children develop an "internal grammar editor and monitor. (pg. 66)" He believes that this monitor is best used in written language, as opposed to spoken language.

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This hypothesis shows Krashen's views on acquiring a second language in a predictable sequence, much like children learn their mother tongue. Children will acquire grammatical features in a, relatively, predictable manner, some features will be acquired earlier than others.

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"According to the input hypothesis, second language acquisition is the direct result of learners' understanding the target language in natural communication situations (pg. 67)." There are 3 parts to this hypothesis, 1. the child must be able to fully understand the content, 2. the grammatical structures should be just beyond what the child's knowledge (i+1), and 3. the communication must have purpose.

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According to page 60, "You may be familiar with behaviorism as a major learning theory emphasizing stimulus, response, and reinforcement as the basic elements of learning." This means that children learn by imitating those around them and receiving praise for correct imitation. If a parent is trying to teach their child to say "truck," they will repeatedly show a picture of a truck and say the word. When the child repeats the word, the parent reinforces this behavior with praise.

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The problem with the Behaviorist Theory is that it cannot account for the random utterances that children produce that are clearly not imitations of what they have heard from those around them.

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This theory is opposite of the behaviorist theory in that it claims, "Children acquire grammatical rules, according to Chomsky, with little help from their parents or caregivers. (Pg. 62)." Chomsky believed that children came "prewired" to learn their mother tongue. Children learn by using what they hear spoken by those around them to construct and test hypotheses on grammatical rules. They basically overgeneralize patterns that they hear, like "-ed" at the end of past tense words so they think every word that talks about past tense must end in the "ed" sound. For example, "We went swimming" would be "We swimded" or "I ran to the park" is said, "I runed to the park." Through trial and error, children correct their hypothesis to accommodate the exceptions to certain grammar rules.

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This theory combines the importance of nature and nurture. It states that mothers and caregivers scaffold their conversations with children by expanding on what the child said and how it should be said using proper English, and also by asking questions that continue the conversation. These interactions help build language skills but not necessarily understanding, which is "refined over time, often through misunderstandings. (Pg. 63)"

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This theory believes that students learn a second language best through the audiolingual method in which students listen and memorize the new language. The new language is acquired by listening and speaking first, by way of the audiolingual program, and then by learning to read and write. This is believed to be the natural progression for first language acquisition and therefore is believed to be how a new language should be taught/learned.

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After a large study of Spanish-speaking and Chinese-speaking children learning English, it was determined that second language acquisition is similar to children learning their mother tongue. According to the Contrastive Analysis, Dulay and Burt (1974), believe that children learning English as a second language will do well in areas where grammatical rules are similar to their mother tongue and will struggle where there are grammatical differences between the two languages.

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Here, Krashen believes that in order for second language acquirers to be successful, they must be motivated to learn the language, confident, and  the environment in which they are acquiring the new language must be calm, low-anxiety.

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Here is a short video I found that gives a brief overview of Krashen's Five Hypotheses.

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Krashen's five hypothesis - A brief review

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The interactionist perspective is reliant on interaction and communication between native and non-native speakers. The give-and-take in communication allows non-native speakers to use their knowledge of the language to get their ideas across while exerting some control in the conversation to get the native speaker to repeat or use gestures to help the non-native speaker understand their side of the conversations.

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This link will show you a chart that I found that summarizes the 3 theories of first language acquisition.

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Here is a video I found that gives a brief overview of the Behaviorist Perspective in SLA

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Behaviorist Theory of Second Language Acquisition

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Here is a diagram that I found to show the process in the Innatist Perspective.

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All videos were found on youtube.com and were created by others. I used them to enhance my padlet and add visuals to make the content easier to comprehend.

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All pictures were copied from the internet and added as a link with their complete website. I used them to enhance my padlet and add visuals to make the content easier to comprehend.