Acquisition-Learning Hypothesis

The first hypothesis I want to touch on is the Acquisition-Learning Hypothesis. Basically, Krashen posits that language learning and language acquisition are different processes. Learning is conscious; it involves memorizing vocabulary lists and doing grammar drills. Acquisition is an unconscious process, much like how we learned our first language when we were children. Acquisition occurs when a person is focused on the message given in a certain language, not on the language itself.

For example, if I asked most of you what the number "nine" is in Spanish, you could probably tell me. You most likely would have to count up from one (uno...dos...) or think about it for a minute, but you could tell me. That is something that you have learned. It's not acquired yet (for most of you), because it didn't come out spontaneously, without thinking. However, if you are fluent in Spanish, you would be able to tell me that it's "nueve" without a second thought. That's because you have acquired that language.

This Acquisition-Learning Hypothesis is definitely changing the way I teach, particularly in my ESL 1 class. I focus a lot on providing them comprehensible input in English (that's the next hypothesis!) so that they can acquire the language subconsciously. We talk a lot about things that are interesting to them (so far, basically food and animals...) in a way that everyone can understand. That includes a lot of terrible drawings done by yours truly, gestures, whole-class motions/actions, Google Images, and some translation. It's really fun, and if you ever have a free minute during 1st hour, I invite you to stop by any time!

So, how does this hypothesis apply to your content classes?

• Focus more on the message than the language. As long as students can understand the general idea, they don't need to know every single word. They will acquire those as they go. Choose certain important words for students to look up or translate in a reading or question, so they can get the overall message without being bogged down.
• Minimize explicit grammar teaching. If students ask, or if a grammar point happens to come up, teach it! (For example, we happened to have the word "witnesses's" in a reading in ESL 2 today. I took 2 minutes and explained about apostrophes, but I did not do a whole lesson and worksheet about apostrophes.) Don't make it the focus of your teaching. In context is best, otherwise students just forget! **Side note: this is for lower-proficiency students who we are trying to help get to a basic level of understanding! At higher levels, explicit grammar teaching is sometimes needed.**
• Prioritize input over output. Students need lots and lots of comprehensible input before they can produce language--think about babies! They hear a LOT before they are able to talk, or even sign. Instead of requiring ESL students to answer questions or write paragraphs, consider giving them additional input as an alternative assignment. If you want to have them do something to show they read it, circle-the-answer type activities or word translations are a good option.