 Language is the primary method of human
communication, but there are also other ways to
communicate without the use of language.
 Phonology is the sound system.
 Morphology is the structure of words.
 Syntax is the combination of words into sentences.
 Semantics is the ways in which sounds and meanings
are related.
 Lexicon or mental dictionary of words
 Nativist Theory the most well-known theory about
language acquisition is the which suggests that we are
born with something in our genes that allows us to learn
language.
 Learning Theory of language acquisition suggests that
children learn a language much like they learn to tie
their shoes or how to count; through repetition and
reinforcement.
 Interactionist Approach (sociocultural theory) combines
ideas from sociology and biology to explain how
language is developed.
 Chomsky's view of competence, deals primarily with
abstract grammatical knowledge.
 Piaget emphasized the importance of social interaction
to intellectual development.
 Lev Vygotsky is regarded as the founder of socio-
cultural theory or the socio historical approach in
psychology
 B.F. Skinner, a man who opposes Chomsky's linguistic
theory with his behaviorist approach.
 Traditional theories of language acquisition emphasize
characteristics of the learner, such as innate structures
and maturational constraints, as well as of the input (its
quality, quantity, and variation), but typically they do
not take into account the different channels through
which linguistic and contextual data are provided to the
learner.
 The standard channel is human face-to-face interaction,
accompanied by books or printed or recorded material
later during childhood. However, the digital age is
making new channels available to children earlier on.
Each such channel provides input to infants and
children through multiple sensory modalities
simultaneously—not just hearing, but vision, touch etc.
 The Information and Communication Technology ICT
tools to communicate, create, disseminate, store, and
manage information
 Computer-assisted instruction (CAI) has been defined
as a systematic approach to developing students’
knowledge and/or skills that uses a computer as a
central feature to support instruction.
 Computer Aided – Instruction examples:
 Computer-based education (CBE)
 Computer-based instruction (CBI)
 Computer-assisted instruction (CAI)
 Computer Aided Instruction (CAI)
 Computer-managed instruction (CMI)
 Types of Computer – Aided Instruction
1. Drill-and-practice Drill and practice provide
opportunities or students to repeatedly practice the
skills that have previously been presented and that
further practice is necessary for mastery.
2. Tutorial Tutorial activity includes both the
presentation of information and its extension into
different forms of work, including drill and
practice, games and simulation.
3. Games Game software often creates a contest to
achieve the highest score and either beat others or
beat the computer.
4. Simulation Simulation software can provide an
approximation of reality that does not require the
expense of real life or its risks.
5. Discovery Discovery approach provides a large
database of information specific to a course or
content area and challenges the learner to analyze,
compare, infer and evaluate based on their
explorations of the data.
6. Problem Solving This approach helps children
develop specific problem solving skills and
strategies.
 A Powerpoint Presentation is a collection of
electronic slides that can have text, pictures,
graphics, tables, sound and video. This collection
can run automatically or can be controlled by a
presenter. This is usually used in business and
educational setting.
 The basic parts of a PowerPoint Presentation are:
1. Blank Presentation Slide Pane, 2. Slides/Outline
Pane, 3. Status Bar, 4. Notes Pane, 5. The Ribbon,
Title Bar and 6. Quick Access Tools. These parts are
essential in order to create a simple presentation.

 However, the software also offers different
features in order to make a more creative
presentation. These are 1) Adding Smart Art, 2)
Inserting Shapes, 3) Inserting an Image, 4) Slide
Transitions and 5) Adding Animations.
 According to different authors, the use of
PowerPoint Presentation is an effective way to
motivate and increase students’ understanding of
the lesson.
 Also, the use of PowerPoint Presentation has its
advantages and disadvantages.
 Computer-assisted instruction aligns with Common
Core State Standards, offering standardized
instructional content across K-12 schools globally.
 It enhances classroom efficiency, allowing
personalized learning experiences and improving
test scores in heterogeneous classes.
 Websites and social media in education fosters
communication among students, teachers, and
parents.
 Platforms like blogs, Pinterest boards, and
classroom websites extend the learning
environment beyond the classroom, building a
sense of community.
 XO laptops, though not the most high-tech, are
innovative for their simplicity and open-source
nature.
 They contribute to local development in the
developing world by promoting information
technology infrastructure and job skills through
projects like the One Laptop Per Child initiative.
 Benefits of Using New Technology:
 Educational technology enhances traditional
teaching methods, making classes more content-rich
and participative.
 Technology motivates and stimulates students,
providing engaging language learning experiences.
 Technology aids in managing and monitoring
student progress, creating a unique and interactive
learning experience.
 Positive Effects of Technology on Educators:
 Technology enhances teaching autonomy, fostering
motivation and engagement.
 It develops language learning and skills, catering to
individual differences.
 Technology facilitates collaborative learning and
integrates content and language learning.
 Negative Effects of Technology on Educators:
 Classroom management undergoes radical changes.
 Teachers may need to adapt to different roles,
potentially causing discomfort.
 Inexperienced students in group work may struggle
with negotiation.
 ASSURE Model Steps:
 Analyze Learners: Consider learner attributes,
competencies, and learning styles.
 State Standards and Objectives: Clearly specify
learning objectives conforming to ABCDs of well-
stated objectives.
 Select Strategies, Technology, Media, and
Materials: Choose instructional strategies and
technology based on objectives.
 Utilize Technology, Media, and Materials: Plan
how to use selected technology and materials
effectively.
 Require Learner Participation: Plan for active
student engagement in class discussions and
learning.
 Evaluate and Revise: Assess the impact of
teaching on student learning, considering feedback
and areas for improvement.
 Problem-based Project:
 Problem-based learning encourages collaboration,
research, and problem-solving skills.
 Advantages include long-term knowledge retention
and the development of transferable skills.
 Project-Based Project Technology Tools:
 Project-based learning, using tools like Google
Drive, Edmodo, and Wikispaces, enhances learner
autonomy and motivation.
 Advantages include authentic language use,
problem-solving skills development, and
individualized learning.
 Advantages and Disadvantages of Technology
Tools:
 Google Drive:
 Advantages: Accessibility, easy collaboration, file
sharing.
 Disadvantages: Security concerns, speed issues.
 Edmodo:
 Advantages: Secure, customizable, flexible.
 Disadvantages: Limited student interactions, focus
issues, lack of audio capability.
 Wikispaces:
 Advantages: Facilitates collaboration, open-source.
 Disadvantages: IT management challenge, learning
curve, security concerns.
 Plato’s Problem:
 Plato's Problem addresses the question of how
humans, with limited personal experiences, possess
extensive knowledge. Plato argued for innate
knowledge, asserting that language is inherent.
 Cartesian Linguistics, by Descartes:
 Descartes, part of the rationalist movement,
emphasized the innate rationality of humans in
language acquisition. The Cartesian movement
highlighted universal principles underlying all
languages.
 Locke’s Tabula Rasa:
 Locke's Tabula Rasa theory posits that all
knowledge comes from external sensory
experiences rather than innate logic. This
challenges the idea of innate language structures.
 Skinner’s Theory of Behaviorism:
 B.F. Skinner's behaviorism proposes that language
learning is a response to external stimuli. His
"operant conditioning" connects language
acquisition to reinforcement and punishment.
 Chomsky’s Universal Grammar:
 Noam Chomsky's Universal Grammar theory
contradicts Skinner, suggesting an innate language
acquisition device. Chomsky sees universal
elements structuring all languages, providing
confidence that grammar is inherent.
 Schumann’s Acculturation Model:
 John Schumann's model explains how immigrants
learn a new language through immersion. It focuses
on social and psychological aspects influencing
language learning success.
 Krashen’s Monitor Model:
 Stephen Krashen's model comprises multiple
hypotheses, becoming a widely cited theory in
second language acquisition. For detailed insights,
refer to the provided link, but the theory emphasizes
aspects like comprehensible input and the role of
the "Monitor."
 Language is a complex, specialized skill that
develops spontaneously in children, deployed
without awareness of its logic, and is qualitatively
the same in every individual.
 Ron Scollon emphasizes that language is a multiple,
complex, and kaleidoscopic phenomenon.
 Language is systematic, composed of arbitrary
symbols, primarily vocal but may also be visual,
with conventionalized meanings used for
communication.
 It operates in a speech community or culture and is
essentially human, acquired universally with unique
characteristics.
 Six Traits of Language: used for communication,
composed of arbitrary signs, hierarchically
organized, involves auditory, visual, and tactile
modalities, unique to humans, genetically endowed
for language.
 Assumptions about English-Language Learners
(ELLs): ELLs are not homogeneous, not all ELLs
are immigrants, parents of ELLs may speak
English, ELLs may not be fluent in their native
language, English proficiency doesn't indicate
intellect, social English proficiency differs from
academic, native language use in school doesn't
hinder English acquisition, English may not be their
second language, study buddies are not necessarily
translators, and communication is possible despite
language barriers.
 Learning is acquiring knowledge or skills through
study, experience, or instruction, and a change in an
individual caused by experience.
 George Yule sees learning as a conscious,
sequenced process of accumulating linguistic
knowledge.
 H. Douglas Brown breaks down learning into
acquisition, retention, memory, cognitive
organization, conscious focus, relative permanence,
and behavior change.
 Benjamin S. Bloom’s Taxonomy identifies
cognitive, affective, and psychomotor domains of
educational objectives.
 Research on Student Learning includes cognitive
factors, the impact of prior knowledge and skills,
metacognition, learning styles as a myth, social
learning, student construction of knowledge, and
transfer of knowledge to new contexts.
 Learning a new language is challenging, yet
children acquire their native language effortlessly in
the critical period.
 Children learn first words around 10-18 months,
progressing to phrases before two years old.
 Language acquisition involves the U Shaped
Learning Curve, where language mastery drops,
then improves.
 Critical Period Hypothesis suggests a time when
learning a language becomes almost impossible.
 Three influential theories in understanding language
acquisition are Nativist, Behavioristic, and Socio-
Cognitive.
 Children acquire language rapidly in the critical
period, learning basic grammar by age 5-6.
 The Critical Period Hypothesis states a time when
learning a language becomes challenging.
 Language acquisition is distinct from learning,
being a subconscious process based on neuro-
psychological processes.
 Language Acquisition: The process of
unconsciously learning one's native language during
the first 6 or 7 years of life through exposure in the
home environment.
 Second Language Acquisition (SLA): The process
of acquiring knowledge in a new language after
puberty, typically through formal learning,
involving vocabulary, phonology, grammar, and
writing systems.
 Language Acquisition: The process of
unconsciously learning one's native language during
the first 6 or 7 years of life through exposure in the
home environment.
 Second Language Acquisition (SLA): The process
of acquiring knowledge in a new language after
puberty, typically through formal learning,
involving vocabulary, phonology, grammar, and
writing systems.
 Stages of Second Language Acquisition
 Pre-production Stage
 Description: Also known as the "silent period,"
characterized by limited verbal output, around 500
words in receptive vocabulary.
 Characteristics: Students may attempt to repeat
words they hear but lack confidence in using them.
 Early Production Stage
 Description: Increased receptive vocabulary, about
1000 words, with short one or two-word phrases
used memorized language chunks.
 Characteristics: Basic communication abilities,
though words may not always be used correctly.
 Speech Emergence
 Description: Vocabulary expands to around 3000
words; simple sentences, short conversations, and
basic questions emerge.
 Characteristics: Can understand easy stories with
pictures; capable of some content work with
guidance.
 Intermediate Fluency
 Description: Knowledge and use of approximately
6000 words; proficiency in more complex
sentences; drawing upon native language strategies.
 Characteristics: Making inferences, expressing
opinions, asking questions, capable of working on
grade-level materials with support.
 Advanced Fluency
 Description: Takes 3-10 years to become
academically fluent; most ELLs exit ESL programs;
may still need support in content areas and writing.
 Stages of Second Language Acquisition
 Pre-production Stage
 Description: Also known as the "silent period,"
characterized by limited verbal output, around 500
words in receptive vocabulary.
 Characteristics: Students may attempt to repeat
words they hear but lack confidence in using them.
 Early Production Stage
 Description: Increased receptive vocabulary, about
1000 words, with short one or two-word phrases
used memorized language chunks.
 Characteristics: Basic communication abilities,
though words may not always be used correctly.
 Speech Emergence
 Description: Vocabulary expands to around 3000
words; simple sentences, short conversations, and
basic questions emerge.
 Characteristics: Can understand easy stories with
pictures; capable of some content work with
guidance.
 Intermediate Fluency
 Description: Knowledge and use of approximately
6000 words; proficiency in more complex
sentences; drawing upon native language strategies.
 Characteristics: Making inferences, expressing
opinions, asking questions, capable of working on
grade-level materials with support.
 Advanced Fluency
 Description: Takes 3-10 years to become
academically fluent; most ELLs exit ESL programs;
may still need support in content areas and writing.
 Krashen’s Five Hypotheses Theory
 Natural Order Hypothesis
 Theory: Acquisition of grammatical structures
occurs in a predictable order.
 Example: Progressive marker "ing" and plural
marker "/s/" acquired before third person singular
marker "/s/" and possessive "/s/".
 Monitor Hypothesis
 Theory: Acquisition initiates fluent language use;
learning functions as a Monitor or Editor.
 Conditions: Time, focus on form, and knowledge of
rules necessary for conscious rule application.
 Input Hypothesis
 Theory: Fluency results from comprehending input;
not all input produces intake.
 Condition: Acquirer must understand input at a
level slightly beyond current proficiency.
 Affective Filter Hypothesis
 Theory: Affective variables like self-confidence,
motivation, and anxiety affect SLA.
 Impact: Low motivation, self-esteem, and anxiety
hinder second language acquisition.
 Acquisition Importance: Emphasizes that
acquisition is crucial; two conditions for
acquisition: comprehensible input and a low
affective filter.
 Comprehensible Input: Language heard or received,
necessary for successful acquisition; not all input
produces intake.
 Exposure Variables: Indirectly related to second
language acquisition; length of residence, use of
second language, and age impact acquisition.
 Acculturation: Process of adapting to a new
culture; crucial for second language acquisition.
 Type One: Social integration with the target
language group.
 Type Two: Integration with the target language
group, aspiring to adopt their lifestyle.
 Social Variables in Acculturation Model
 Social Dominance: Political, cultural, or economic
superiority influences language learning.
 Enclosure: Shared environment facilitates L2
acquisition.
 Cohesiveness: Tight language learner group  Adaptation to Student Needs: Language learning
inhibits interaction with the target language group. adapts to student needs and objectives, shaping
 Size: Larger learner group reduces interaction with content and techniques accordingly.
the target language group.  Normal Uses of Language: Emphasizes everyday
 Psychological Variables in Acculturation Model language use, focusing on communication and
 Language Shock: Feeling silly about learning negotiation of meaning.
reduces likelihood of learning.  Mutual Liking and Respect: Promotes a non-
 Motivation: Level of motivation impacts learning. threatening, cooperative learning atmosphere with
 Cultural Shock: Anxiety in the culture reduces mutual liking and respect.
likelihood of learning.  Knowledge and Control of Language: Stresses
 Ego: View of the first language influences learning the importance of a fundamental language
the second language. framework, introduced carefully by educators.
 Approach, Method, and Technique: Edward  Development through Creativity: Language
Anthony's hierarchical framework distinguishes control develops through creativity nurtured by
approach (correlative assumptions), method (overall interactive activities and collaboration.
plan), and technique (implementation in the  Use of Medium and Modality: Encourages the use
classroom) in language teaching. of various mediums and modalities for interactive
 Grammar-Translation Method: Emphasizes learning and communication.
grammar knowledge and translation exercises,  Testing as an Aid: Discusses the role of formative
commonly used for literature study and conscious assessment, considering tests as tools to aid
control of language structure. learning at an interpersonal level.
 Audiolingualism: Behaviorist theory-based method  Penetrating Another Culture: Highlights the
focusing on habit formation through constant importance of students understanding and operating
reinforcement, teaching the language, not about the harmoniously within different cultures.
language.  Learning Beyond Classroom Walls: Emphasizes
 Cognitive Code: Involves active mental processes, the extension of language learning into the real
inductive presentation of structures, and meaningful world, beyond traditional classroom settings.
practice for all language skills.
 Direct Method: Oral-focused, uses only the target
language, teaches grammar inductively, and relies
on repetitive drilling for learning.
 Natural Approach: Views language as
communication, emphasizes comprehensible input,
and minimizes explicit analysis of structures.
 Total Physical Response (TPR): Learning by doing
approach, particularly effective for conversational
aspects, emphasizing aural comprehension.
 Suggestopedia/Desuggestopedia: Unusual method
emphasizing a relaxed environment, positive
suggestion, and a child-parent relationship between
teacher and student.
 Interaction Defined: Collaborative exchange of
thoughts, feelings, or ideas between individuals
resulting in reciprocal effects.
 Wilga Rivers on Interaction: Emphasizes the
importance of interaction in increasing language
proficiency and real-life application of learned
skills.
 Ten Principles:
 Student Focus: Teachers discover individual
student motivations through diverse activities and
course content.