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- children often produced language (Universal Grammar)

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Multiple intelligences(e.g. linguistic,logico-mathematical,musical,spatial,kinesthitic, interpersonal,intrapersonal,natural)

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- Critical period hypothesis
- children below 11-12 are more likely to acquire English to native levels without an accent

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Scaffolding - support

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considers it necessary:
- to take into account individual characteristics
- to focus the program on real things

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- children feel comfortable;
- thy are given freedom;
- many activities are conducted through repetition

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- child-centered, active/interactive education;
- inclusion of social world and the community;
- purposeful curriculum

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- Input hypothesis is acquisition, not learning;
- spoken fluency isn't taught directly;
- natural approach (listening precedes speaking)

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- a developer of TPR (Total Physical Response)

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* Teacher models questions for children

*Social Constructivism
*the Zone of Proximal Development

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Stages of development:
a)sensory-motor(from birth to 2)
-manipulating objects
b) pre-operational(from 2 -7 )
- perception
-egocentrism and lack of logic
c) concrete operational(from 7- 11)
-logical but cannot generalize their understanding
d) formal operational (from 11)
-formal logic