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A short video about SLA.

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                                                SLA Phases

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                                                SLA Phases

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Phase 1         Early Stage       60’s & 70’s

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Phase 1         Early Stage       60’s & 70’s

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Child and Adult L2 learners acquire the grammar of an L2 in a universal way.

*Audiolingual method of teaching

(Dulay and Burt, Cancino, Rosansky and Schumann)

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Phase 2            Expansion Period           80’s

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Phase 2            Expansion Period           80’s

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Acquisition x Learning.

Interaction plays a major role.

Language transfer, Linguistic universals, Second language pragmatics, Input interaction

(Kellerman, Rigbom,Gass,White,Krashen …)

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                                                        INPUT

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                               Comment about Phase 2  

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                               Comment about Phase 2  

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These theories and studies are still current. It was required to the teachers to learn how to deal with the so called “natural communication”, with meaningful interaction in the target language (English) in which speakers were concentrated in the communicative act.  “Learning” was less important than “acquisition” (Krashen). Our students could enjoy learning an L2 because they found it intrinsically interesting, or because they found it applicable to their lives. Teachers since then try many different ways to gain students’ interest , including using authentic texts/literature, choosing activities that might be fun for students, and focusing on cultural relevance content.

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The role of consciousness on L2 acquisition.

The influence of psychological theories.

(Schmidt, Tomlin and Villa, N. Ellis, DeKeyser)

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Phase 4              The Social Turn         1990  onwards

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Phase 4              The Social Turn         1990  onwards

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(SLA controversies)   Social identity is crucial!

Learners are not passive processes of comprehensible input, but they have their own agency. They actively construct their own learning context.

Most learners learn from interactions with other learners, rather than from interactions with native speakers.

Vygotsky.

(Firth and Wagner, Block,Norton, Lantolf,Swain)

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Phase 5   Recent Developments    2007 - present

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Phase 5   Recent Developments    2007 - present

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Complex Dynamic Systems Theory

Combined social + cognitive perspectives on SLA.

Translanguaging.

(Larsen-Freeman, Cameron, de Bot, Lowie and Verspoor, Cook,May,Ortega)

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It’s normal and sorely natural for many people to look negatively upon translanguaging. Many expect an ‘English-only’ or ‘English-mainly’ approach to language teaching.But this is past!

Nowadays, I hope, we are facing the openness of languages through translanguaging. As pointed out by ORTEGA “humans and bilinguals always translanguage”. So, we should not feel bad making good use of it when needed. Adapting this theory to our classes may bring more confidence to our students. They learn how to perform in different languages.

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The role of INPUT in SLA  according to Ellis

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The role of INPUT in SLA  according to Ellis

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1. The behaviourist view:  linguistic environment
2. The nativist view:  internal processing mechanisms
3. The interactionist view:  input factors innate mechanisms