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1960-1970s - Order and sequence acquisition

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1960-1970s - Order and sequence acquisition

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Audiolingual method of teaching
- It is based on the repetition of dialogues about everyday situations.
- Emphasis abilities like LISTENING-SPEAKING before READING-WRITING.
- Mother tongue is discouraged in the classroom.

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KELLERMAN; GASS; WHITE; ECKMAN; KASPER; KRASHEN, and more.

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1980s - Language transfer / Universal grammar / SL Pragmatics / Input-Interaction

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1980s - Language transfer / Universal grammar / SL Pragmatics / Input-Interaction

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Language transfer - Interference; cognitive VS behaviour phenomenon; developmental phenomena.
Universal grammar -  Structural rules are innate to humans, independent of sensory experience.
Second Language Pragmatics - Communicative performance/social context and development process.
Input and Interaction - Input is the result of interaction / various sources.

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Mental models / Guidance / Simple and clear feedbacks / Key words and cues.

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Mediation plays in the initial development / Subsequent internalization of new knowledge / Some points of cognitive-interactionist theories remains.

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LARSEN-FREEMAN; CAMERON; COOK; MAY; ORTEGA.

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2000-2010 - CDST / The multilingual turn

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2000-2010 - CDST / The multilingual turn

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Interconnections: cognitive and psychological + social /  Multicompetences /  Etic and emic perspectives.

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MOTHERESE -
In Motherese, words and sentences are short and simple; the mother consciously tries to make her meaning easy for the child to understand. Most mothers, since time immemorial, have assumed this helps the kid learn language.

In Brazil, it is possible to see that this stage of life continues to be neglected, leaving behind a precious opportunity to acquire L2 whatever it may be. Little by little, we are understanding that babies are able to assimilate both the mother tongue (L1) and elements of another language within their mental capacities.