Learning Assessment 4
SUBMITTED BY: Rachel D. Veloria
SUBMITTED TO: Prof. Marla C. Papango
DATE SUBMITTED: November 20, 2021
Fill in the first column with SLA theories evident in the case studies and their implications to
English language teaching in the second column: 
SLA THEORIES
CASE STUDY 1: Sociocultural Theory
CASE STUDY 2: Cognitivists Theory
CASE STUDY 3: Behaviorism Theory
IMPLICATIONS TO ELT
Quoting from the article “equality means
doing the same thing at the same time for
everybody” and “…teachers don’t all have
to be on the same page at the same
time…” these points seems contradicting
but from the perspective of sociocultural
theory equality is the opposite of what most
of us believe meaning we can teach
different things but still showing that it is in
actuality equality. Differentiated teaching
approach is the best example of this. It
implies that teaching and learning the
English language can be different but
equal.
From previous lessons on SLA theories
regarding age of learners, similar to this
study it proves that learning second
language is better at an earlier stage than
the later stage. For an instance, the
pronunciation of the words cannot be
acquired like the native speaker due to
fossilization. Usually an older person will be
influenced by their native dialect/language
when learning a new language therefore it
is much preferable to teach L2 during
younger age.
Based from the result of the study the
implications to English Language teaching
of this theory are; first, provide concrete
learning i.e. connect learning on the child’s
daily routine like brushing their teeth; next,
use contextual learning approach an
alternative as mentioned in the study,
because it seeks to bring learning to the
real world and the need of the students;
another, focus on one language learning;
lastly, keep in mind that the language
development of children will follow the
pattern of development of human language

CASE STUDY 4: Universalists Theory
skills.
From the findings and Conclusions the
implications to ELT here is the opposite of
the Universalists theory. Which means
learners learn differently. Quoting from the
study, “real learners never allow any
particular way and stages while learning
SLA.”

How do the findings in the given case studies inform future research directions in child
language acquisition? Write a concept paper of an action research within your context.

Based from the findings in the given case studies, future researchers should not
focus on the parallelism of learnings meaning they/we should always put in our mind that
every individual is unique, even twins are different so we should remove the idea of
generalizations or stereotyping.
Another, from the Behaviorists stand point learners are tabula rasa so based not only
on observations but from researches children learns by imitation maybe researchers in the
future should also try to experiment on how parents should help their children at an earlier
age. Aside from stop using “baby talk” to their children, what else is there to explore.
Lastly, Age does matter, if that is the case researchers and educators should work
hand in hand on how to de-fossilized nuances which were influenced by the mother tongue
or L1 which I believe will help a lot of EFL learners.
In conclusion, SLA is similar to language itself both are dynamic. The scope is never
ending. We may learn things now and still tomorrow will give other things to learn from. In
short learning should never stop.