Celeste Sanchez 

Language Acquisition Theories & Key Concepts Charts 

1. Read the information about second language acquisition theories and/or key concepts in your assigned
chapter (Ch 2 Peregoy/Boyle, CH 2 Wright, or Ch 3 Wright). Contribute notes to this chart from your
reading.
2. Review your peer’s video/presentations on the other chapters. Contribute new information to this chart
from the presentations.
3. Read a third chapter (your choice of two other choices from top of the page). Add any other additional
information to this chart.
4. NOTE: You may also go to websites/additional articles and readings to add information to assist in you
organizing and synthesizing your knowledge of these concepts. 
 

Peregoy/Boyle Chapter 2
Behaviorist Innatist Interactionist Other (optional)

Key Names Reinforcement & Grammer acquired Nature & nurture

modeling naturally

Description Allowing the child to be Children are born with a Roles of caretakers
praised for saying system known as a and parents are
something correctly and Language acquisition important to develop
creating connections device (LAD) that helps communication
with the words. This them use grammar through social
eventually leads the correctly as they hear it interactions. As the
child to say words being used around their child grows, parents
correctly. environment. and caretakers
constantly practice
scaffolding skills to
have redefined
language.

Reflect on the Using positive If a student who is As the instructor

instructional reinforcement in the learning a new language practices good and
strategies to classroom gives is surrounded by the strong
teach using this students a chance to language, the teacher communication,
theory excel. If a teacher is should help guide them students can use these
constantly pointing out through the concepts of experiences to take
the faults of the student, grammar and guide them control of their own
they won't feel like they towards using the newly language acquisition.
can work towards any acquired language
form of achievement. correctly.

Reflect on the When the environment Students slowly learn on During social
advantages of of the child is built on a their own and when interactions with the
this theory positive atmosphere, the grammar skills are students, time should
 
 

child is given the best taught on par of natural be made to point out
possible environment to acquisition, they will any incorrect usage of
positively grow their only learn that much the language to help
skills. quicker. develop language
acquisition.

Reflect on the There’s no focus on the This theory has students In school, every
disadvantages process of how a mostly learning skills on teacher doesn’t
of this theory student can acquire their own which can lead always have the time
language, instead, it them to incorrectly to help guide a student
focuses on the arrange certain nouns, in social interactions.
experience of the child. verbs, etc. The student is then
left being in two
different types of
social interactions.

Krashen’s 5 Hypotheses
The Acquisition- The Monitor The Natural Order The Input The Affective Filter
Learning Hypothesis Hypothesis Hypothesis Hypothesis Hypothesis

description of each hypothesis

There is a difference "Krashen proposes The natural order This hypothesis The last hypothesis
in ​acquiring​ and that the formal hypothesis states states that the analyzes the
learning​ a second study of language that students second language is effectiveness of the
language. leads to the acquire the rules acquired as a result environment or, the
● Acquiring: a development of an of the language of understanding social-emotional
natural process internal grammar naturally, not L2 in natural variables in relation
where L2 is editor or monitor," learned. communication to second language
practiced in (pg. 66). There are situations. acquisition. Krashen
meaningful three conditions for Includes three emphasizes the
interactions with this hypothesis to constraints: importance for
native speakers. work: 1. Must be students to learn with
● Learning: "... the 1. There must be understandabl "... a low-anxiety
formal and sufficient time, e to the learning
conscious study 2. learners should learner, environment, student
of language forms focus on 2. grammatical motivation to learn
and functions as grammatical structures the languages,
explicitly taught form, must be a bit self-confidence, and
in foreign 3. and learners above the self-esteem," (pg.
language must explicitly current level 67).
classrooms," (pg. know the rules of the learner,
66). of how the 3. and lastly,
 
 

Learning doesn't language must be

cross over to works. authentic to
acquiring. the natural
environment
of the
language.

reflect on the implications for working with ELLs in the classroom. Write down 3 or 5 sentences about how
each of these hypotheses applies to classroom work with ELLs

Language is acquired It’s important to Learning a new The teacher is Above all else,
through natural note that teachers language can prompted to students need to feel
communication. On need to maintain a prove difficult for generate new and safe and welcomed in
a subconscious level, good balance students who have effective the environment
the student gains the between learning not had any opportunities for they’re learning in.
knowledge from and defining. In the exposure to it. In the students to As they learn a new
using the second classroom, the the classroom, grow. This language, they can’t
language through teacher needs to students need to increases the feel like their
social interactions plan what/how the be scaffolded to language teachers or peers will
and can later can be student will learn learn new acquisition of the ridicule them for
taught the grammar the new language. methods and student to develop asking for
rules using The student needs materials. better skills in L2. clarification.
examples. Through to have enough Students shouldn’t Students are given Mistakes are learning
this method, students time to learn the be surrounded by materials and opportunities,
can enjoy learning a rules, to practice, the rules of the that’s just a level meaning that students
language rather than and to reflect. language-- they above them for shouldn’t be scared
being forced. should be given a continuous to take risks.
natural learning.
environment to
learn.

Factors that Influence Second Language Development in Schools:

list at least four factors and a description/example that influences second language development

Support Strategies & Expectations Environment Motivation

Support is one of the The methods of teaching A positive language Without motivation,
influences that help with is constantly changing. learning environment is students will simply do
second language When students are being crucial in giving students the bare minimum in the
development. If a student taught in a way that a way to be motivated to classroom and none
is not practicing L2 at doesn’t piece information learn. If a teacher takes outside of it.
home, their development together or catches their the time to understand
won’t be as strong as it attention, then they won’t the culture of their
could be. put any focus students and implement it
 
 

whatsoever. Teachers in their classrooms, the

need to understand students will feel
different learning styles comfortable and
to better help ELLs. confident.

Wright Chapter 2
name the five functions that teachers perform that have an impact on successfully working with ELL.
teacher as...
Clarification Elicitation Explicit Correction Metalinguistic Recast
Requests Feedback

learning about language: list the definition of each term and provide at least two examples to ensure you
understand the concept

Phonology Morphology Syntax Semantics Pragmatics

Study of patterns of Deals with the The ways words The content of The function of the
sounds; how the structure and the and phrases are language that language where it is
language sounds. form of words arranged to create contains the used in various
well-formed meaning of words social contexts; pov
Ex. 1: bake/cake/ Ex. 1: prefix, suffix, sentences; differ and word of the user and ​how
take root words, etc based on the combinations. language is used in
language. different social
Ex. 2: stress/ Ex. 2: paint-ING, Ex. 1: words with settings.
unstressed patterns, REreading, Ex. 1: Grammar different meanings Ex. 1: “crack the
etc. IMpossible, etc. rules; nouns, verbs, (crash a party vs. window”-- break
etc. car crash). the window vs.
open the window.
Ex. 2: Punctuation Ex. 2: imagery,
usage. allusions, etc. Ex. 2: suggestive
meanings.

what is communicative competence? ​the sociocultural perspective of the language and how one is able to
communicate it effectively and appropriately with other users of the same language.​ explain the four
components of communicative competence:

Grammatical Sociolinguistic Discourse Strategic

Competence Competence Competence/ Cohesion Competence
and Coherence

Knowing how to Using language in The ability to When

use grammar in appropriate social interpret context communication
communication; settings. Such as, and make strategies are
appropriately knowing how to practiced
 
 

making use of respond connections for effectively and

syntax, semantics, appropriately in coherency. efficiently.
etc. different settings,
topics, or even i.e. interviews
relationships.

explain what you know about Bilingualism and Translanguaging. why should educators know this?

Bilingualism is when someone is fluent in two languages while translanguaging is a process used by
multilingual speakers to use the languages they know to communicate with each other-- even if they don’t
share the same language (almost like when someone is speaking Spanglish).

As educators, we need to know the difference between the two. Educators could utilize both to their
advantage; especially if two speakers who are trying to learn a language together end up communicating
almost perfectly. While bilingualism is more about the languages, translanguaging seems to be made up more
for communication.

what is academic language proficiency? how long does it take to learn English and become proficient?

Academic language proficiency is language proficiency when a student can understand and express (orally
and written) concepts/ideas in an academic setting. It takes 1-2 years for an ELL student to be fluent in
conversations and 5 years or longer to be proficient as proficient English speakers.

what are the three tiers of vocabulary? share examples of each related to your subject area.

Tier 1 (Basic Tier 2 (High Use)​: Tier 3 (Specific

Words)​: adjectives less common words Content Area)​:
(red, big, square, used in everyday ELA words.
etc.), nouns (tables, social settings. Allusions,
Peter, woman, etc), Such as: vocab metaphor, simile,
etc. words (aspire, personification,
bamboozle, onomatopoeia, etc.
voracious, suffrage,
wretched, etc).

Wright Chapter 3
Detail the various theories and hypothesis from the text:
Acquisition- Natural Order Monitor Comprehensible Affective
Learning Filter Input

A clear difference As a student learns “...although most Students acquire This hypothesis is
between acquisition a second language, language is language once they controlling how
and learning; they will learn it acquired, we can can understand the much
acquisition is through the same use learned things they hear. A “...comprehensible
 
 

subconscious while process that they language to monitor common input gets through
learning is naturally learned or inspect that we explanation of this to the learner,” (pg.
conscious. Learning their first language. acquire and then hypothesis is ​i+1;​ 52). The students'
a language results Students learn correct errors,” (pg. the ​i b​ eing the feelings (anxiety,
of the student only ‘ing’, plural words 51). comprehension motivation, and
knowing about it and later on, slowly level of the student self-confidence)
while acquiring is take on irregular, with ​1​ being the need to be at a
knowing the possessive words. additional input certain level for
language. given to the student. optimal success.

what is the zone of proximal development? why do teachers need to know this? how can it be used in your
future classroom?

The zone of proximal development (ZPD) is where a child “...can reach a higher level of knowledge and
performance with the support of an adult or other more knowledgeable people,” (pg. 57). ZPD within itself is
a scaffolding technique. Teachers need to need to know this because it essentially helps their students become
successful in their language acquisition. I’ve been in classrooms where the teachers always seem to leave
ELL students to their own devices but in mine, I want to make sure that my students are being supported.
With my students, I can help guide them to a certain extent before they begin doing their own work.

detail second language teaching approaches/methods

Grammar-Translation Natural Communicative Content-Based Multiple
Intelligences

An ‘old-school’ Applies Krashen’s This method (also This method This method is a
type of method five hypotheses in known as teaches students theory developed to
when students are the classroom. The Communicative how to “... maximize
required to teacher is supposed Language communicate learning according
memorize the rules to create an Teaching) isn’t one effectively in the to the particular set
of grammar and environment where singular teaching content-based class. of intelligences a
being able to the student feels method; instead, it It’s consistent with child may have,”
translate between safe and is a set of principals the goals in ELL (pg. 63). Using this
the two languages. comfortable to that can be applied programs and method helps
maximize in multiple ways. provides meaning teachers teach in
comprehensible CLT focuses on communications to the strengths of the
input. “...authentic collaborate in ELL students in
meaningful academic tasks. both language and
communication and content-area
learning as creative instruction.
instruction…” (pg.
62).
 
 

what is critical pedagogy? how can you apply it to your own teaching?

Critical pedagogy is key to teaching and learning through a sociocultural approach. It makes teachers take
risks to transform the classroom for the benefit of the student. The way I would practice this in my classroom
would be to make the students the focus of the lesson to allow maximum participation of the students. If
students are confident in the classroom, the teacher can accurately assess the needs/interests of the students
and build on them to continue growing.
 
 
Works Cited

1. Peregoy, Suzanne F., Owen Boyle. ​Reading, Writing and Learning in ESL: A Resource Book for
Teaching K-12 English Learners.​

2. Wright, Wayne E. ​Foundations for Teaching English Language Learners.​ Caslon, 2015.