Understanding Language Acquisition

What are the Ideal Conditions for Language Learning?

Exposure to vast quantities of language
Many opportunities to interact with more proficient language users
No expectations to understand or produce language that is too far beyond their current stage of language development
Language directed to them is simplified (e.g. shorter sentences, slower rate of speech, repetition of words and phrases)
Language directed to them is strongly linked to context (e.g. visuals)
Language errors are seldom pointed out or criticized
Speech errors are seldom corrected; rather rephrased to model correct utterances
Language learners' responses are expanded upon
Language is learned through purposeful use

- Coelho, E. (2016). Adding English: A guide to teaching in multilingual classrooms (pp. 160-161). University of Toronto Press.

Learning Guide 1 - What do I need to know about English language learners and language acquisition.docx

Learning Guide 1: What Do I Need to Know About ELLs & Language Acquisition

"Many teachers mistakenly believe that students can’t learn academic language until they have become proficient in social English. It is important to understand that BICS and CALP develop simultaneously, but the acquisition of academic language takes longer. Therefore, teachers should begin instruction in academic language as soon as possible." - IRIS Center

Click here to learn what teachers need to know about students who are learning to speak English

Tools for Scaffolding Lessons According to Stages of Language Proficiency

_STAGES SECOND LANG. ACQUISTION SUMMARY

Stages of Second Language Acquisition Summary

ESL Pyramid of Supports - Supporting Chart.pdf

ESL Pyramid of Supports - Supporting Chart

Universal Influences on Language Acquisition

Myths and Misconceptions about Second Language Learning - Effective Language LearningShare Tweet As the school-aged population changes, teachers all over the country have the challenge of trying to teach an increased number of children, who may have limited English skills. All teachers need to understand how children learn a second language (L2). Intuitive assumptions are often incorrect, and unrealistic expectations of the process of L2 ... Read more Myths and Misconceptions about Second Language Learning

What Is the Affective Filter, and Why Is it Important in the Classroom?by Valentina Gonzalez What Is the Affective Filter? The term “affective filter” originates from Stephen Krashen, an expert in the field of linguistics, who described it as a number of affective var…

The Affective Filter Hypothesis

Coined by Stephen Krashen (1986)
Three categories of variables play a role in language acquisition:
- 1. Motivation
  2. Self-confidence
  3. Anxiety
When feeling or emotions such as anxiety, fear or embarrassment are elevated, it becomes difficult for language learning to occur.
Commonly described as an imaginary wall that rises in the mind and prevents input, thus blocking cognition.
When the affective filter is lowered, feelings of safety are high, and language acquisition occurs