# data[].attributes.headline
Teaching and learning theories in Second Learning Acquisition (SLA) according to Ellis (2021)

# data[].attributes.subject
Teaching and learning theories in Second Learning Acquisition (SLA) according to Ellis (2021)

# data[].attributes.body
(1960 - 1970) Naturalistic L2 learners. According to this phase, learners followed a more-or-less universal and invariable route in acquiring grammar.

# data[].attributes.body
(1980) 4 major areas of enquiry: (1) language transfer; (2) linguistic universals; (3) second language pragmatics and (4) input/interaction. A moment full of research.

# data[].attributes.body
(1990) Cognitive Psychology. Input-output view of learning.

# data[].attributes.body
(Late 1990) Mediation is a key word! The mind is a central component in learning. Interaction is also fundamental.

Many of us (30 years old +) have learnt English following such approach. From a cognitive nature, one of the main issues of this phase, in my viewpoint, is the rooted concept of idealized native speakers. Although this phase brought interaction as a main factor in the process of learning (which is positive), along with it came the idea that variations should have be abolished and they were seen as aberrations and not part of an identity.

# data[].attributes.body
(2000 - 2010) 1. Complex Dynamic Systems Theory: Language systems are non-linear, highly variable, individualistic, non-predictable and open to change.
2. The multilingual turn: not 2 monolingual competence. Instead, emphasis on multiple competences of bi/multilingual learners.

As time goes by, many and many ‘international’ schools have opened their doors to bilingualism. Aiming to equip students with the knowledge of two languages, a great number of institutions have extended the number of English classes in an attempt to adapt to this new reality. It is a fact that learning a language in early age brings countless benefits. However, adding English lessons in the syllabi does not turn a regular school to a Bilingual educational center. Bilingual education is far beyond that. It requires immersion, a very well prepared environment and much more.

# data[].attributes.headline
The three types of input discussed by Ellis (1986)

# data[].attributes.subject
The three types of input discussed by Ellis (1986)

# data[].attributes.headline
1.The behaviourist view: linguistic environment

# data[].attributes.subject
1.The behaviourist view: linguistic environment

# data[].attributes.headline
2.The nativist view: internal processing mechanisms

# data[].attributes.subject
2.The nativist view: internal processing mechanisms

# data[].attributes.headline
3. The interactionist view: input factors innate mechanisms

# data[].attributes.subject
3. The interactionist view: input factors innate mechanisms