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I dont know why but when I think SLA, aside from thinking Krashen and
Cummins, I think also about the Freemans SLA explanations - because I love
their work in English and Spanish. So here are notes from their ideas!
Essential Linguistics
I. First Language Acquisition
A. Early Views of First LA: Behaviorism (believe language is learned like anything else)
B. Current Views of FLA: From Developmental Psychology FOCUS ON THE CHILD Strong
parallels between childrens language development and the stages of cognitive
development identified by Piaget (1955)
C. From Sociology, Anthro and Education: FOCUS ON THE ENVIRONMENT
D. From Linguistics: FOCUS ON THE LANGUAGE
Generative Grammar:
Universal Grammar: Language Acquisition Device
How Children Form Linguistic Rules
Childrens Errors (Some types of errors children never make)
Language and the Brain
E. Conclusion

II. Written and Second Language Acquisition:
A. Written language
B. Two Views of Reading: Word recognition View + Sociopsycholinguistic View
C. Goal: word recognition help students learn to identify words (RECODING rather than
DECODING)
D. Goal: Socio-psycholinguistics: construct MEANING. Readers are focused on making
meaning and not on identifying the individual words. To construct meaning, readers use
their background knowledge and cues from three linguistics systems: 1) graphophonics, 2)
syntax and 3) semantics. They go through process of sampling the text, predicting what
will come next and filling in unstated information, confirming or disconfirming predictions
and integrating the new information with what they already know.
E. Method: Word Recognition -- If the goal of reading is to recognize written marks through
a process of RECODING a text, then readers can use several methods to do this. ***One is
1. LEARN PHONICS RULES. Rationale: By applying phonics rules, readers can determine
the pronunciation of a string of letters and change the written words to words in their oral
vocabulary. PHONICS = primary tool for word identification.
2. DEVELOP SIGHT WORDS SETS: For words not following phonics rules, Students also
have to develop a set of SIGHT words. These are words students recognize automatically.
Teachers might use flash cards or FLASH PowerPoint to help students develop their sight
words (combined with NLR).
3. STRUCTURAL ANALYSIS: For longer words, phonics rules do not work well so then we
ATTEND to the AFFIXES! Students identify longer words by breaking them down into their
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component parts. Dividing words into their prefix, root and suffix. They can combine the
meanings of word parts to determine meanings of long words. [E.g. Akeelah and the Bee.]
They can find the little words inside the big word. This approach STRUCTURAL
ANALYSIS.
G. Classroom Practices: Word Recognition

Word Recognition View Sociopsycholinguistic View
Goal: Identify words to get to the meaning
of the text
Goal: Use background knowledge and cues
from three language systems to construct
meaning from the text
Method: Use phonics rules to sound
words. Learn a set of SIGHT words to
identify words that do not follow phonics
rules and use structural analysis of affixes
(prefixes, roots and suffixes) to determine
meaning of longer words.
Method: Use graphophonics as just one of
three language cueing systems to gain
meaning from a text
Classroom activity: learn vocabulary in
advance of reading PRETEACH
Classroom activity; Read to acquire
vocabulary by encountering words in
context
Read orally so that teacher can help
students to learn to identify words and can
supply words students dont know
Read silently using strategies the teacher
has helped students internalize to construct
MEANING from the text.


F. Method: sociopsycholinguistics: If the goal of reading is to CONSTRUCT MEANING, then
readers should use all available information, including background knowledge and cues
from all three cueing systems. 1. Graphophonic is just one source one info reader use.
Proficient readers learn to sample the VISUAL DISPLAY and USE visual and SOUND INFO as
they make and confirm predictions. They also use their background knowledge and cues
from the SYNTAX and SEMANTICS OF THE WRITTEN LANGAGUE.
IDEA: Studying word parts is fascinating but not too useful for determining the meaning of
a word during actual reading

TWO VIEWS OF WRITING
From learning point of view, writing like reading must be taught directly. From an
acquisition perspective, writing like speaking is a form of output that reflects the language
competence an individual has acquired.

TWO Views of Second or Foreign Language Development:
Goals and Methods: Learning View teach each part of the language the pronunciation,
grammar and vocabularysystematically and directly. Teachers break each language area
into parts to make learning easier. Early lessons all present tense, later lessons future
tense.
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Goals and Methods: Acquisition View: Goal of instruction is to enable students to use
language for a variety of purposes. Students should be able to understand, speak, read
and write the language in different settings. Should be able to read a menu and order
food in a restaurant (LSR_ Rationale] To do this STRATEGY: teachers provide students with
a great deal of input and use various techniques to make the new language
COMPREHENSIBLE.
These techniques may include using GESTURES< PICTURES AND REAL THINGS or READING
A BOOK WITH A PREDICTABLE PATTERNS AND CLEA R PICTURES AND KEY WORDS.

Classroom Activities: Learning View Students practice language by engaging in oral drills
and written exercises. They might learn dialogues and practice them in small pairs and
groups. Each drill reinforces grammar and vocab they are learning.

Classroom Activities: Acquisition View: At first, students listen and READ to build up a
store of language. They focus on making SENSE of the new language. Later, they use the
language to accomplish DIFFERENT THINGS. E.g. they might introduce a new student to
the class and/or retell a story the teacher has read to them.

Attitudes towards Errors: Acquisition View: All students make errors. So if intent is to
express their ideas, they will modify their language to make it more understandable to
their listeners and readers. Teachers help students communicate when lack linguistic
resources. Strategy 1: teach kids to use circumlocution to talk around a word they have
not yet acquired. Using words they do know to get point across.

Current methods based on belief that to a great degree, a second language can be
acquired in the same way that a first language is acquired.

Now the theories
1. Krashens Theory of Second Language Acquisition
2. The Learning/Acquisition Hypothesis: acquisition is subconscious. Students
acquiring a language may not even be aware that they are picking up vocab or
sentence structures. Acquisition occurs as students USE language for a variety of
purposes.
See Chart
3. NATURAL ORDER HYPOTHESIS Krashen reviews research that shows that language,
both first and second language is acquired in a natural order. Some aspects of
language appear in the speech of language learners before other features. (For
example babies acquiring English first Produce sounds with vowels (and later add
consonants beginning with p and m (labials). Whether researching acquisition of
sounds, word parts of sentence patterns, they find an order of acquisition that is the
same for even children with DIFFERENT FIRST LANGUAGES. THE ORDER SEEMS TO BE
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DTERMINED BY THE LANGUAGE BEING ACQUIRED, NOT BY A TRANSFER OF FEATURES
FROM THE FIRST LANGUAGE.
4. THE MONITOR HYPOTHESIS ACQUIRED LANGUAGE forms the basis for the ability to
understand and produce language. Phonology, morphology and syntax are acquired!
Acquisition is what enables English speakers to tell what sounds right in the language.
Learned knowledge plays a role in language competence. Rules people learn can be
used to monitor spoken or written output. To check what they say or write. In order
for monitor usage to be effective, language users must have time, must focus on
language form and must know the rules@!
5. THE INPUT HYPOTHESIS (I + 1); acquisition takes place through comprehensible input -
-- messages either oral or written that students understand. A teachers job is to find
ways to make the input comprehensible. Not all input leads to acquisition. Students
acquire language when they receive input that is slightly BEYOND their current level.
Output: Swain: Other researchers (align with Krashen) and also add that students
also need opportunities to produce comprehensible OUTPUT. MEANINGFUL
LANGUAGE USE. Rationale: One benefit of OUTPUT is that it produces more input.
Good acquirers learn how to manage conversations so that they can get
comprehensible input form others. These acquirers have developed STRATEGIC
LANGUAGE COMPETENCE.
6. THE AFFECTIVE FILTER HYPOTHESIS
7. SCHUMANNs THEORY OF SECOND LANGUAGE ACQUISITION
8. THE CRITICAL PERIOD HYPOTHESIS (KRASHEN) No general limit period also though
critical period discussion limited to accent or pronunciation.

9. NEUROLOGICAL FACTORs Brain lateralizations

10. Cognitive factors younger learners with native like ability not yet reached Piagets
FOP stage. Older learners have difficulty turning learning off.

11. Affective Factorsmost adults retina an accent due to affective factors may filter out
input and prevent it to keep language ego or language identify.

12. Fossilization;
13. Note on Bilingual programs
14. Conclusion