Second Language

Acquisition: Theories and

Best Practices

Mia Llerandi
American College of Education
EBL5091: Capstone Experience
August 7 th, 2022
 Introduction
Duri ng t he program for a Ma ster ’s in Bi lingual and
Eng l ish as a Sec ond L anguage ( ESL ) Educ ation through
the A m er ican Col lege of Educat ion ( ACE) , I have
l earne d a bout diff erent theories of second langua ge
ac qui sition and s tudied the most eff ective t eaching
practi ces t o s uppor t second language l earners. T he
i nfo rma tion I have used has already proved to be
us ef ul when applied to my tea ching ( I c urrently te ach
K- 4 t h grade Spanish as a fore ign language) and I have
co mpile d w hat I have found t o be th e most benefi cia l
and prac tica l inf orm ation into this presentati on a s an
over v ie w for teac hers of se cond l anguage lear ne rs. I
hope t hat th is in form ation wil l provide useful to my
co l l ea gues and prom pt them to do f ur ther r es earch of
thei r ow n and ini tiate conversat ions wit h oth er
l ang ua ge teache rs .
Overview

• Stephen Krashen’s Theory of

Second Language Acquisition
(Slides 4-9)
• Jim Cummin’s Theory of Second
Language Acquisition (Slide
• Virginia Collier ’s Prism Model

• Eff ective Instructional Techniques

 Stephen Krashen’s Five
Language-Acquisition
Hypotheses

S te p he n K ras he n is an e xp e r t i n li n gu i s ti c s , and h e
h as do ne e xt e nsi ve r es e arc h on l an g u age
ac q uis i t ion and d e ve lo pm e nt . Hi s fi ve mai n an d
m os t infl ue nt ial hy pot he s e s ar e as f oll ow s:

• T he A c qui s it io n-Le arn i n g hyp ot h es i s

• T he Mo ni t or hy pot he s is

• T he I np ut hy pot he s is

• T he A ff e c ti ve F il t er hyp ot he s i s

• T he N at ural O r de r hyp ot h e s is

( K ras he n, 1 9 8 2 ).
The Acquisition-Learning Hypothesis
Learning
• The traditional approach to language
learning through studying grammar,
structure, and rules of the language
(Krashen, 1982).
• An example of this is language
instruction in a classroom based on a
textbook, studying the mechanics of
the language but not necessarily how
to use it practically and fl uently.
Acquisition
• Largely a sub-conscious process
of learning a language, much like
how a child learns their fi rst
language (Krashen, 1982).
• An example would be a student
who studies abroad for an
extended period of time and is
immersed in the language,
acquiring profi ciency naturally.
 The Monitor
Hypothesis
This is the idea that language learners produce
speech from what they have acquired, but the
monitor scans their output to check for errors and
make corrections based on what has been learned
(Krashen, 1982). The monitor hypothesis is used
only when learners are conscious that they are
working on the language and there is enough time
to correct any errors (Krashen, 1982).

An example of this hypothesis in use would be a

student self-correcting their grammar. For
example, a student might think I goed running but
correct it to I went running before saying it.
The Input
Hypothesis
Krashen states that a language learner
only advances in acquiring a new language
when they are receiving comprehensible
input that is one step beyond their current
level (1982).

Examples of how to provide students with

comprehensible input include using visuals,
speaking slowly, and using repetition. By
doing this, the teacher is giving students
the chance to acquire the language instead
of being overwhelmed with
incomprehensible content.
The Affective Filter
Hypothesis

This is the idea that certain factors such as

motivation, self-esteem, and anxiety can create a
filter that can inhibit language acquisition if it gets
in the way (Krashen, 1982). For example, if a
student has low self-esteem, low motivation, and
high anxiety, their affective filter will decrease how
much of the language the learner will acquire.

Teachers can help lower students’ affective filters by

providing a low-anxiety environment, building
student confidence through scaffolding, and
providing engaging activities to motivate them.
The Natural Order
Hypothesis

This is the idea that certain grammar

concepts are acquired earlier while
others are acquired later, and they
follow an order which is predictable
(Krashen, 1982). However, Krashen
argues that grammar topics should not
be taught in this order, rather it is
good for teachers to be aware of so as
to not force comprehension of certain
things before others (1982).
 Jim Cummin’s
Hypotheses
BICS refers to the everyday
Cummins (2000a) suggests
conversational language
two domains of language:
students pick up outside the
basic interpersonal
classroom and these skills
communication skills (BICS)
are usually mastered within
and cognitive-academic
1-2 years (Cummins,
language proficiency (CALP).
2000a).

CALP is more difficult to It is important for teachers to

master with higher level be aware of these different
academic vocabulary and domains and time frames so
grammar involved, usually as not to confuse a students’
taking 5-7 years to acquire mastery of CALP with full
(Cummins, 2000a). proficiency in the language.
Virginia Collier’s
Prism Model

There are four components of

Collier’s Prism Model:

• Sociocultural processes

• Language development

• Academic development

• Cognitive development

(Thomas & Collier, 1997).

 Sociocultural
Processes
At the very center of a students’ experience
wi th learni ng a new language is ever ything
surrounding them socially and culturall y
(Thomas & Collier, 1997). Student self-esteem,
home-life, and past experiences all factor into
this as well, and all of these factors have a huge
impact on how a student responds to learning a
new language (Thomas & Collier, 1997).

It is i mpor tant that teachers recognize this and

create a “socioculturally suppor tive
environment ” (Thomas & Collier, 1997, p.42).
Language Development

This deals with the subconscious part of language

development (all humans are born with the ability to
acquire oral language), the formal teaching of a
language, and the written system of a language
(Thomas & Collier, 1997). This covers all language
domains and Thomas & Collier point out that for
success in a students’ second language, a students’
fi rst language must be developed across all domains
as well (1997).
 Academic
Development
This covers schoolwork in all subjects during
the time a student is in school (Thomas &
Collier, 1997). A students’ vocabular y
dramatically increases in diff erent subjects as
they move through grade levels, and Thomas
& Collier argue that it is best to teach
academic content in a students’ fi rst language
so that skills will transfer to the second
language, and supplement language learning
throughout the school day through
“meaningful academic content” (1997, p. 42).
Cognitive Development
This is a natural process that happens in
children beginning at bir th and
continuing beyond school (Thomas &
Collier, 1997). It is important that
student continue cognitive development
in their home language, as research has
shown that students who develop full
cognitive development in more than one
language have ”cognitive advantages
over monolinguals” (Thomas & Collier,
1997, p.43).
Four Eff ective Instructional
Techniques for Second
Language Acquisition

• Total Physical Response (TPR)

• Cooperative Learning

• First Language Support for Second

Language Acquisition

• Culturally Responsive Teaching

Total Physical
Response (TPR)
T h i s s t ra t e g y i s g r e a t f o r l a n g u a g e l e a r n e r s
e x p e r i e n c i n g t h e “s i l e n t p e r i o d ” w h e r e t h e y a r e
s i m pl y a b s o r b i n g t he s o u n ds o f t h e l a n g u a g e
a n d w i l l n o t p r o du c e a ny t h i n g y e t , l a s t i n g s i x
w e e k s o r l o n g e r ( M a l o n e , 2 0 1 2 ) . T P R i nv o l v e s
i n t e ra c t i ve a c t i v i t i e s i nv o l v i n g g e s t u r e s a n d
a l l o w i n g s t u de n t s t o r e s po n d ph y s i c a l l y ( B r i t i s h
C o un c i l f o r Te a c h i n g E n g l i s h , 2 0 1 6 ) .

S o me p ra c t i c a l a p p l i c a t i o n s c o u l d i n c l u d e
p l ay i n g S i m o n s ay s t o i n t r o du c e b o d y p a r t s o r
t e a c h i n g c o m ma n d s a n d h av i n g s t u d e n t s d o
t h e m s uc h a s s ay i n g , “ Pa s s m e t h e b a l l ”, a n d
having the student do the action.
 Cooperative
Learning (CL)
T h i s s t ra t e g y i s j u s t w h a t i t s o u n d s l i ke . I t i n vo l v e s
s t u d e n t s w o r k i n g i n g r o u p s a n d e n c o u ra g e s
c o l l a b o ra t i o n a mo n g e v e r y o n e i n t h e c l a s s t o c o mp l e t e
a t a s k o r p r o j e c t ( E mm e r & G e r w e l s , 2 0 0 2) . To e n s u r e
t h a t e ve r y o n e i s i n d i v i d u a l l y a c c o u n t a b l e , i t i s b e s t f o r
e a c h s t u d e n t t o h a v e a s p e c i fi c j o b t h a t t h e y a r e
r e s p o n s i b l e f o r d u r i n g t h e g r o u p w o r k ( E mm e r &
G e r we l s , 2 0 0 2 ) .

C L i s a g r e a t wa y t o g i ve s t u d e n t s m o r e i n d e p e n d e n c e
a n d t a ke o w n e r s h i p ov e r t h e i r l ea r n i n g wh i l e t h e
t e a c h e r mo n i t o r s a n d h e l p s a s n e e d e d . C L g r o u p
r e s e a r c h p r o j e c t s p r ov i d e e x c e l l e n t o p p o r t u n i t i e s f o r
s t u d e n t s t o i n t e ra c t w i t h t e c h n o l o g y a n d l i t e ra t u r e
and work together to learn about a topic that they can
then present to the rest of the class.
First Language Support
for Second Language
Acquisition
There has been a lot of research done on the
b e n e fi t s o f s u p p o r t i n g a s t u d e n t s ’ fi r s t l a n g u a g e
(L1) while they are learning their second language
(L2) (Cummins, 2000b; Krashen, 1997; Thomas &
C o l l i e r, 1 9 9 7 ) . O n e s t r a t e g y t h a t d r a w s o n a
students’ knowledge in their L1 is suggested by
Cummins (1981), and has students describe a known
process or concept from the L1 in the L2. This is
great practice for students because they don’ t have
t o l e a r n a n e w p r o c e s s , r a t h e r t h e y m u s t fi n d t h e
words in the L2 to describe something they are
already familiar with from their L1.

Te a c h e r s c a n a l s o u t i l i z e s t u d e n t s ’ L 1 b y h i g h l i g h t i n g
cognates and similarities in grammar structures or
sound patterns to help with understanding (Malone,
2012).
 Culturally Responsive
Teaching
I t i s i m p o r t a n t f o r t e a c h e r s t o r e fl e c t o n t h e i r o w n b e l i e f s a n d
b i a s e s a b o u t d i ff e r e n t c u l t u r e s b e f o r e s t e p p i n g i n t o t h e
c l a s s r o o m b e c a u s e t h e s e c a n a ff e c t t h e w a y t h e y i n t e r a c t w i t h
students. Because the U.S. is so diverse, teachers must become
familiar with the backgrounds and cultures of the students they
are teaching so that they can accurately represent all students in
the curriculum (Goodman & Upstate, 2016). Feeling that they are
seen and appreciated in the classroom will have a profound
a ff e c t o n t h e i r e x p e r i e n c e i n s c h o o l a n d l e a r n i n g i n g e n e r a l
(Goodman & Upstate, 2016).

Te a c h e r s s h o u l d l o o k f o r r e s o u r c e s t h a t a r e r e fl e c t i v e o f t h e
cultures and backgrounds represented in their classroom and be
sensitive to any traditions or behaviors that students may bring
t o s c h o o l b e c a u s e o f h o w t h e y w e r e r a i s e d . Te a c h e r s c a n a l s o
use the diversity in their classrooms to the advantage of the
learning community by encouraging their students to share about
their experiences and educate their peers about their culture.
 Thank You!

Thank you for joining me in my

journey to become a better educator.
Please explore the rest of my website
for activity and curriculum ideas based
on my research of second language
acquisition.
References

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