Language Theories
Plato and the Innate Knowledge Language Theory
This theorist believed that humans are born with innate knowledge.
Comprehensible Input
To learn a language, the message (whether read or spoken) must be understandable.
Should language learners have a connection to the work they’re doing in class? Why or why not?
Yes, effective language development requires language learners engage in meaningful activities that are important to them, their families and their communities.
Pre-Production or SIlent Period
Student is listening to the language around them, but does not speak it.
Locke and Tabula Rasa Language Theory
This theorist believed in the blank slate. As we go through life, we add our experiences to our blank slate.
These three factors assist with language acquisition.
Motivation: We want high motivation in learning the language. This requires interest!
Self-esteem: Believing that you can do it!
Anxiety: Low to 0 anxiety is ideal. The likelihood of sharing ideas is low if you’re anxious to speak.
Should English replace a language learner’s first language? Why or why not?
No! Students should be encouraged to continue their first language, as firstly, it is a part of their identity, and secondly, language development in their L1 will support their development in English.
Advanced Fluency
Student can communicate fluently in all contexts including academic contexts.
Affective Filter
The block that prevents language acquisition if motivation is low, self-esteem is low and anxiety is high.
Is it just up to ELL teachers to teach ELL students English? Explain.
No! All teachers should support ELL students. Students have a right to education and that means in all spaces at school. ELL teachers only spend a small part of the day with ELL students, they can’t cover all subjects. It’s also up to classroom teachers to accommodate work for their ELL students to be successful.
Stephen Krashen's summary on how we aquire language
We acquire language in one way, and only one way. When the input is comprehensible and it is in a low anxiety environment.
Four Characteristics of Optimal Input
Comprehensible: Not everything needs to be comprehensible, but most should be.
Compelling: Material is interesting enough that you briefly forget it’s in another language.
Rich: Includes new language the student is ready for. The language contributes to the message and flow of the story or text.
Quantity: Takes a lot of comprehensible, compelling and rich language to make progress.