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1960s and 1970s:
- Order and sequence of acquisition

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1980s:
- Language transfer
- Linguistic universals / Universal Grammar (UG)
- Second language pragmatics
- Input and interactions

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- the behaviourist view: learner as a "language-producing machine"

- the nativist view: learner as a "grand initiator"

- the interactionist view: learner is at the same time an "active contributor" and a "dependent"

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Late 1990s onwards:
- Consciousness and L2 acquisition
- Implicit and explicit knowledge
- Emergentism
- Skill learning theory

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Late 1990s onwards:
- The social turn

1990s onwards:
- Sociocultural SLA

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I believe this phase brought many key findings that helped schools (here I'm considering my own context that involves language centers and private institutes) in Brazil to "shape" their methods and curricula, and it still plays an important role on how to teach (a) second language(s). For instance, we can notice that books that are adopted by schools require mediation, focus on (peer)interaction, and assessment is dynamic: it takes into consideration children's perception, learning, thinking, and problem solving.

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2000s onwards:
- Complex dynamic systems theory

2010s
- The multilingual turn

Learners are complex and heterogenous.

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I understand that this fifth phase, Recent developments, could bring great and important outcomes to second language acquisition in Brazil because we would be able to work languages from different perspectives and points of view, such as by using PBL or CLIL projects, and students would have the opportunity of paving their own way in SLA. Also, the importance of this phase is that it helps society in general understand that language acquisition isn't a linear nor an individualistic process, but the opposite: each and every student has its own rhythm and that should be taken into consideration.