VIEWING:

Acevedo, M. (2013). Stephen Krashen’s 5 hypothesis of second language acquisition. https://www.youtube.com/watch?v=jobpF4c-1NI (16:22)

Johnson, M. (2016). Second language acquisition theories, https://www.youtube.com/watch?v=CMdseB-EB8Y (16:14)

Larsen-Freeman, D. (2015). Prof. talks about complexity theory & its implications for TESOL. https://www.youtube.com/watch?v=ZqQi5de6bxU (23:14)

“Iteration” or “iterative” use of language:

Iterative tasks are repeated language tasks, each time changing or improving the produced language. Larsen-Freeman (2015) differentiates this from repetition or recycling tasks since with iteration, students make more meaning with each execution/ practice of lexical-grammatical phases. They are not simply repeating phrases but are transforming and improving the form each time.

Other terms which were somewhere in the back of my brain: universal grammar, affective filter, natural order, fossilization, cognitivist vs. social SLA theories

-To address this, Larsen-Freeman (2015) came up with the Complexity theory which recognizes a working interlanguage system within an individual, as well as that social interactions drive an individual through the acquisition process. She tries to bridge seemingly contradicting theories (dichotomies) by looking at the relationship between them, such as grammar as product vs. grammar as process, or focusing on the learner vs. on learning. She proposes the use of iterative activities around lexical-grammar patterns (multiple instances of using the TL in meaningful contexts) and recognizes that each learner will get different learnings from a singular lesson (Larsen-Freeman, 2015).

-Friedrichsen (2020) emphasizes the need for teachers to explicitly instruct, model and reinforce learning strategies (metacognitive, cognitive, and social/affective), guiding multilingual students to be self-driven and empowered learners.

Evidence of Krashen’s hypotheses in my multilingual students can be seen when they are able to “self-correct” their writing or oral language when prompted about concepts we have been studying (learned language), but do not use these forms in their speech during spoken conversations (acquired language). This follows Krashen’s hypothesis (natural order) that when a student’s emphasis is on communication (and not form), they revert to the natural order of morpheme acquisition.

Viewing:

Johnson, M. (2016). Second language acquisition theories, https://www.youtube.com/watch?v=CMdseB-EB8Y (16:14)

VanPatten, B. (2014). What everyone should know about second language acquisition, https://www.youtube.com/watch?v=X1LRoKQzb9U&t=414s (19:08)

There are many Second Language Acquisition Theories (which can be quite confusing to a newbie like me!).

There will be a natural “silent period” as individuals acquire a new language but are not ready to produce the new language yet (Friedrichsen, 2020).

The various viewpoints within different theories may be confusing to a teacher trying to support English Language Learners. 

The various SLA theories vary a great deal but often are used to inform a future theory. There are also similarities among them that one could focus on. 

The SIOP model is more teacher-centric and the CALLA model is more student driven. 

Friedrichsen referenced de Jong, Harper, & Coady (2013), noting that teachers are not prepared or trained to understand the foundations behind educating English Language Learners.

An increase in English Language learners in schools demands more highly qualified teachers and ongoing professional support. (Friedrichsen, 2020)

In our minds exists a complex system of “features and operations” that are utilized to satisfy features and to restrict how those operations can occur (VanPatten, 2014).

The natural order hypothesis states that “there is predictability in the structures that are acquired; …not the case with learning”. There is reference to planning an order to how skills are taught based on the complexity of the structure is not necessary. This may contrast with how teachers were taught to address skills and be confusing (Friedrichsen, 2020).

CALLA has five cycles of preparation, presentation, practice, evaluation, and expansion that help develop tier 1 lessons that are beneficial for all and also include requirements for students to help themselves learn content and language (Friedrichsen, 2020).

How long does a silent period typically last? Does it tend to vary by age?

With a push for instructional practices that are student led/teacher framed and for strong universal (tier 1) practices, would it make sense to choose the CALLA model over SIOP? When would SIOP be a more desirable choice? *This may be a dumb question, but all of this is new to me and I am processing. ;)

Representative methods of acquiring a Second Language were also discussed. 

It is too early to try to discover a single theoretical framework that takes into consideration all of what is currently known and theorized about second language acquisition. (Malone, S)

- Behaviorism - is one of the first significant theories about how we acquire language, but it has a big limitation by suggesting language is learned only by imitation.

- Language Acquisition Device(LAD) - is an innate ability to acquire and use language which learners use the language acquisition part of their brain to find patterns, and rules.

- Information Processing - gathers the information together and fine-tunes many small units of knowledge that in total produce complex thinking. 

- Social Interaction and sociocultural theories - emphasized the language learning context and their social environment on children’s learning. “Comprehensible input” and “Comprehensible output” in meaningful conversation are necessary for successful second language acquisition. (Malone,S)

- Audiolingual Approach:
Developed from the oral culture of the Native Americans in North America in the early 20th century. At this time, behaviorist theory began to impact that the L2 is learned by many repetitions of the L2 grammatical patterns with positive reinforcement provided when reproduced correctly and negative reinforcement when reproduced incorrectly. 
- The Natural Approach:
built on five hypotheses 
1. natural order for learning the structure of an L2
2. distinction between language acquisition and language learning
3. a function for a monitor(or editor) in the production of the L2
4. necessary comprehensible input 
5. affective filter, referring to emotions and feelings of the learner, in how well and how fast an L2 is acquired
-Communicative Approach
real-life situations. As the learners speak the L2, they receive feedback and that process helps them learn the language. 
- Educational practice for Bridging from L1 to L2
bridging from the mother tongue to the school's educational language programs. There are successful instructional techniques that have been incorporated into second language acquisition classes
1. Total Physical Response(TPR)
2. Cooperative learning (small groups, pairs)
3. Language Experience Approach
4. Dialogue Journals
5. Academic Language Scaffolding
6. L1 support for second Language acquisition
7. Accessing learners' prior knowledge
8. Culture studies
( Malone, S)

-If DLLP stages somehow coincide with the “natural order” that Krashen hypothesizes, could we say that determining the “best fit” language features would correspond to looking at the features learners have already “acquired” and what they are ready to “learn”? 

-In this light, would it be true to say that the learning that happens in classrooms no longer “hinders the development of automatic and long-lasting knowledge” of the L2 (Friedrichsen, 2020) since it occurs in students’ ZPD?

-How could Krashen’s “input hypothesis” be applied to the deconstruction stage of the TLC, especially in a class with multilingual learners at different stages of proficiency?