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Summary:
While children enter the world with an innate ability to deconstruct and reproduce language, they need to refine their understandings by interacting with fluent speakers, traditionally parents or other caretakers, in order to become fluent themselves. The way in which caregivers support language development is therefore essential in determining a child's fluency.

From the text: Caregivers make modifications of language during "social interactions
to assist children in communication." (63)

Children hold an "important role in interaction, taking more
control as language acquisition advances" (64)

Children need help from fluent speakers as they explore their innate ability to produce language.

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Summary:
Chomsky advanced the theory that grammatical logic is innate in human beings, allowing children who are acquiring a language to operate with a degree of independence as they use a pre-existing heuristic to navigate novel linguistic stimuli.

From the text: "children create sentences by using rules rather than by merely repeating messages they have heard, as assumed by behaviorists." (61)

Children are "equipped with
biological LAD, [and] plays major role in acquisition" (64)

Our ability to understand language is hardwired into our brains.

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Summary:
Children are blank slate at birth, and need to have experiences interacting with fluent speakers of a language in order to hear, and then be affirmed in their reproduction of, language.

From the text: "to learn the word ball, the child would first associate the word ball with the familiar
spherical object, the stimulus. Next, the child would produce the word by imitation, at which time an adult would praise the child for saying ball, thereby reinforcing the child’s correct verbal response."  (61)

Children are "imitator
and responder to environmental shaping" (64)

We need feedback from others to understand whether our language production is accurate.

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Summary: Learners need to be exposed to lots of language and be held accountable for memorization through recitation.

From the text: "For behaviorists, the processes involved in second or foreign language
learning consisted of imitation, repetition, and reinforcement of grammatical structures. Errors were to be corrected immediately to avoid forming bad habits that would be difficult to overcome later"(65).

Students will acquire language by mimicking expert use.

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The Acquisition/Learning Hypothesis: Language acquisition happens through unstructured interactions with speakers, while learning happens in a focused and deliberate way, usually in the context of a classroom. Acquisition is superior, as learning does not lead to functional language skills, and cannot be accessed for "natural, fluent communication"(66).

The Monitor Hypothesis: Learners can develop a monitoring system that allows them to track their own cognition as they produce language, in order to determine correct outputs. This monitor is build primarily through acquired language, and therefore "the focus of language teaching should be communication"(67).

The Natural Order Hypothesis: The acquisition of functional language knowledge follows a defined sequence, and therefore certain understandings "tend
to be acquired early, whereas others tend to be acquired late"(67).

The Input Hypothesis: Learners need exposure to language that makes sense, that is slightly above their current level of grammatical understanding, and that exists in a meaningful context in order to acquire a language.

The Affective Filter Hypothesis: Learners need to feel supported as individuals in order to be ready for and responsive to comprehensible input. Therefore, addressing the variable emotional experience of language acquisition is essential.

Language needs to be experienced, and the facilitation of language acquisition should be purposeful and supportive of the individual.

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Summary: There are striking consistencies in the way in which an L1 and an L2 are acquired, indicating that learners are operating with a shared heuristic for diving grammatical rules.

From the text: Based on patterns of error in non-native and native English speakers, researchers concluded that "English language learners creatively construct the rules of the second language in a manner similar to that observed in first language acquisition"(66).

There are patterns in the way language is acquired, whether the language is our L1 or L2.