second language acquisition

Let’s suppose you’re a native English speaker. Now imagine if you were put in a classroom, as a Kindergartener, where you begin your day learning in Chinese…from Day 1. How do you think you would feel? As an adult, I can only imagine feeling the searing nervousness and anxiety running through my mind and body. As a child who is just beginning their formal schooling experience, I can’t even imagine.

When I think about this, I put it all into perspective. I remember how important it is to not only think of this as a rigorous dual language education program that will be cognitively challenging (in a positive and developmentally appropriate manner), but is also the first formal schooling experience of many of our children. Therefore, we need to make sure that students are having FUN, are ENGAGED, are EXCITED and are not feeling pressured or anxious throughout the experience.

To put these ideas into theoretical perspectives, which I believe are essential in understanding how we should approach our teaching practices in dual language classrooms, let’s take a look at my favorite language acquisition theorist – Stephen Krashen. Krashen’s theories of language acquisition are amongst the most notable and referenced in our field because, simply put, they make sense.

Below you’ll find Krashen’s Five Hypotheses:

The Natural Order Hypothesis— “we acquire the rules of language in a predictable order”
The Acquisition/Learning Hypothesis–there are two independent ways in which we develop our linguistic skills – through acquisition and through learning.
The Monitor Hypothesis— “conscious learning…can only be used as a ‘monitor’ or an ‘editor'”
The Input Hypothesis— “humans acquire language in only one way – by understanding messages or by receiving ‘comprehensible input'”
The Affective Filter Hypothesis— “a mental block, caused by affective factors…that prevents input from reaching the language acquisition device”

Below I’m also including my favorite video of Krashen speaking (yes, I know the video is from the 80s but in my opinion, timeless!) where he explains the very important idea of “comprehensible input” and demonstrates it in a way where we can actually comprehend (oh, look at that!) how to structure a language lesson so that students get it!

Another important aspect of language learning that Krashen points out is that “language acquisition does not require extensive use of conscious grammatical rules, and does not require tedious drill”. I think that this is very important and something that I take to heart in my own teaching. I believe that if we continuously correct students and their grammar, then we are essentially turning them off to the process of “trying” and being proud of “trying their hardest.” Research shows that extensive correction and tedious drills of grammatical practices does not actually result in better/more grammatically correct writing. This in fact can do the very opposite – it can turn students off to the process and disengage them! Therefore, we need to ease into it gradually and while we do need to expose students to to grammatical rules and practices, we should not be tedious, mundane and rote in our teaching practices of these rules.

I felt the need to write this post for several reasons. First, I do think theories are important when they are understood in a framework of actual teaching. When we just read about theories but have no experience applying them, then they are a foreign concept, without any context. However, whether you’re a dual language teacher, a specialist who focuses on language learning or a parent in a household that has committed to teaching their child more than one language, it is important to understand how actual research-based theories can inform our own best practices. Secondly, as a teacher myself, I witness the everyday struggles of ALL that encompasses our day and how very often we are anxious ourselves with how many standards and concepts we have to teach by the end of the year. However, when I think about everything that needs to get done and then realize that ordinary, boring measures will most likely not get my students there (and also very likely completely shut them off from wanting to learn the target language), I realize that my kids need to have fun and so DO I! We need to enjoy this tremendously rewarding journey and also realize that if we are utilizing engaging, interactive, fun activities and practices, the concepts and standards WILL stick!

There is a lot of really positive and helpful research out there available to us through the click of a button, so, why not use it to our advantage and ultimately, our students’ advantage?!