SLA Theories & Processes

SLA Theories & Processes

1. Steven Krashen: Comprehensible Input Hypothesis

   • Description: We acquire language when we understand messages.
   • Application: Teachers can ask students if they are understanding messages in the new language, and teachers can make sure that students are truly understanding what is being said and/or written.

2. Noam Chomsky: Universal Grammar

   • Description: All human languages share essential building blocks; languages are similar.
   • Application: We can teach students the similarities between their first language and the new language they are learning in order to make learning the second language easier.

3. Jim Cummins: BICS vs. CALP

   • Description: BICS Basic Interpersonal Communicative Skills is a social/conversational language that takes about 1 year to master. CALP Cognitive Academic Language Proficiency is a Greek and Latin based academic language that takes about 5 years to master.
   • Application: It takes 5 years to develop CALP, so we as teachers should be patient with ESL students, give the students supplemental vocabulary instruction, encourage these students to communicate to the best of their ability, and be judgement free as the students expand their vocabulary.

4. Larry Selinker: Interlanguage Theory

   • Application: Teachers can allow students to speak in both the first and second language while learning the new language.
   • Description: Intermediate language learners create their own language systems before they achieve native competence in the new language.

5. Michael Long: Interactionist Model

   • Description: Using peer communication helps students to learn a new language.
   • Application: Teachers can allow students to work in groups in order to help ESL students learn English.

6. Eric Lenneberg: Innate Hypothesis

   • Description: Language is a biologically controlled behavior that develops from within, triggered by age and the environment.
   • Application: Teachers can provide a stimulating, engaging, and developmentally/age appropriate learning environment in order to help students acquire a second language.

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