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Research to Practice: Part One

English language learners (ELLs) can be assisted to fully and easily comprehend learning

by developing effective and practical strategies in the classroom. For instance, various learning

strategies can be incorporated to enhance learning and ensure whatever is being taught is

understood by learners. Krashen’s Hypotheses and Collier’s Prism Model have proven to be

effective in enhancing English language learners’ skills and language abilities. Stephen Krashen

three hypotheses while Virginia Collier’s Prism Model contains four components that are

required for learners to reach their full potential. In this case, I have taken two subjects: language

arts and science. Additionally, I have completed a thematic lesson plan incorporating the

findings of Krashen and Collier to help ELLs achieve their social and academic goals. The grade

level is 10th and the theme of the lesson is states of matter.

Grade Level: 10th Content Area 1: Science Theme: States of Matter

Content Area 2: Language

Arts

Summary Questions to Guide Lesson Strategy/Activity Ideas

Planning

Krashen’s Acquisition vs. How can I enhance academic Come up with small groups to

Learning Hypothesis: social interactions in order to facilitate social interactions.

Individuals tend to learn promote language acquisition? Lab work should be done in

language skills by simply groups to allow more

memorizing rules found in a experiments on properties of

textbook. On the other hand, the different states of matter.

children obtain language skills

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by engaging in social

interactions. Meaningful

social interactions have been

identified as the most effective

way through which children

acquire language skills (Raju

& Joshith, 2018). Therefore, it

is essential to prioritize social

interactions in a classroom

setting to enhance learning.

Krashen’s Comprehensible What visuals and how can I I will show students pictures

Input Hypothesis: When incorporate them in the lesson of different states of matter.

teachers use second language to help students understand the For instance, I will show them

to present content, ELLs content better? pictures of liquids and solids.

benefit a lot since they get to I will also show them videos

understand content much of how matter changes its

better. Additionally, students’ form for better understanding

language acquisition and of the content.

comprehension can be

improved if a teacher uses

additional context and applies

learners’ first language and

background knowledge (Raju

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& Joshith, 2018). The teacher

can achieve this by utilizing

visuals, gestures and facial

expressions among other

helpful methods.

Krashen’s Affective Filter How can I ensure that I will group learners into

Hypothesis: When students learners’ anxiety/ affective smaller groups to allow them

have lower affective filter filter is lowered? share ideas.

(anxiety) the more they are I will also allow learners to

likely to obtain new language demonstrate their

skills (Krashen, 1982). understanding of the content

Therefore, teachers should through drawing or writing in

strive to create a friendly and their native language. For

inviting environment for example, I will allow them to

learners in order to reduce discuss and draw how liquid

anxiety and promote language changes its form to a gas.

acquisition.

Collier’s Prism Model – How can I incorporate I will allow learners to draw

Language Development: learners’ native language as a pictures of vocabulary words

This refers to skills such as native English speaker? and then instruct them to label

pragmatics, vocabulary, the drawings in English and

phonology and paralinguistics. their native language.

When students have strong

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native language expertise

skills, they are also likely to

be more experienced in their

second language (Collier &

Thomas, 2007).

Colliers’s Prism Model- In what ways I can motivate After teaching about how

Cognitive Development: students and their families to matter changes its form, I will

Cognitive development is a interrelate utilizing their ask my students to go home

natural process occurring from native language? and expound the processes to

the time an individual is born Additionally, how can I their family members in their

to schooling and beyond. incorporate academic content native language. A family

Thus, it is developed by into their interactions? member will have to sign on

interacting with friends and the assignment sheet

family members in the native indicating that they discussed

language (Collier & Thomas, the process.

2007). Cognitive development

should be continued in a

child’s native language even

in elementary school.

Collier’s Prism Model- Which academic tools can I I will allow learners to access

Academic Development: use to enhance academic internet sites and other

Academic development entails growth in learners’ native resources in their native

skills in areas such as language? language as they learn about

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mathematics, science and the principles of each state of

language arts for every grade matter.

level. It is recommended to

pass academic content to

learners using their native

language (Collier & Thomas,

2007). As a result, ELLs will

not lag behind as their English

peers prosper in academic

knowledge.

Collier’s Prism Model- How can I get to learn my I will allow the learners to fill

Social and Cultural Process: students better in order to a survey concerning how they

It includes variables such as address their needs in my learn best. I will also allow

anxiety, community lesson plans? them to create a collage of

influences, self-esteem and crucial individuals and actions

home life among other in their lives.

affective factors.

Conclusion

Krashen’s hypotheses explain how language can be acquired. Therefore, teachers should use

these hypotheses to create a friendly environment and lower students’ affective filter.

Additionally, Krashen’s findings help teachers to add additional context and utilize learners’

background knowledge. Nevertheless, teachers should encourage social interactions to improve

learning. On the other hand, Collier’s Prism Model contains four components that help learners
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reach their full potential. Collier encourages teachers to use learners’ native language in the

classroom. When a learner is proficient in their native language, there are high chances that they

are successful in acquiring a second language.

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References

Collier, V. P., & Thomas, W. P. (2007). Predicting second language academic success in English

using the Prism Model. In International handbook of English language teaching (pp.

333-348). Boston, MA: Springer US.

Krashen, S. (1982). Principles and practice in second language acquisition.

Raju, N., & Joshith, V. P. (2018). Krashen’s theory of second language acquisition: A practical

approach for English language classrooms. International Journal of Innovative

Knowledge Concepts, 6(12), 179-184