Assignment 2C – Models of Language Acquisition

Krashen’s model of language acquisition is made up of five different hypotheses that is based on
the natural order of acquiring language which according to Krashen has been predetermined. The
language is acquired naturally and in stages: pre-reproduction, early production, speech emergence,
intermediate fluency, and advanced fluency. The first theory is the Acquisition/learning Theory which
states that there are two different ways of learning. The first way is acquisition which is done the same
way a baby would acquire their first language when they first start out their lives. The second way is
through learning where the learner is consciously being taught knowledge, such as grammar, and
applying it. The second hypothesis is called the Natural Order Hypothesis which centers around the idea
that children when learning their first language do it in a specific grammatical order that is
predetermined. Krashen believes that this natural order can extend to learning a second language. The
third hypothesis is the Monitor Hypothesis which states that the learner is consciously learning the
grammar rules and function of a language rather than its meaning. This theory focuses more on the
correctness of the language which can take some time from the learner. The fourth hypothesis is called
the Input Hypothesis which explains how the learner acquires a second language. The learner is focusing
on what is said and not how it is said which means that the learner will be focusing on the meaning.
They will also apply knowledge and experiences to new context. Students who are acquiring a new
language might also prioritize listening and comprehending before speaking which means that they go
through a “silent period”. This hypothesis also states that learners will apply the newly acquired
knowledge to the language structure of their first language. Finally, the last hypothesis is centered
around learning in an optimal environment and is called the Active Filter hypothesis. This hypothesis
states that students who are anxious, demotivated, or do not have self confidence will not acquire the
new language easily.

Cummins model states that through learning one language a child acquires a set of skills and
metalinguistic knowledge that can be drawn upon when working in another language. He also believes
that a student needs 5-7 years native proficiency in cognitive language academic proficiency (CALP) and
to be able to use English without help in the classroom. He created a model that is divided into 4 stages
that increase in difficulty. The model has section A which is called ‘show’, section B which is called ‘tell’,
section C which is called ‘try’, and section D which is called ‘do’. The teacher needs to provide scaffolds
and context for students according to their levels. The lower-level students should be in section A where
they will progress until they eventually reach section D. The first section A called show, the teacher
should demonstrate, model, exhibit, use diagrams/charts. This level is not mentally demanding to the
student since the teacher is providing hands on activities and visual strategies to appeal to the student
and therefore should be used for the lowest proficiency. The second section B called tell, the teacher
lectures or use text books or show films to teach students and therefore is more challenging. This level is
not mentally demanding because the context provided is still simple but it is more difficult. The section
called try, the teacher should use maps, discussions, role playing, experiments, and recitations. In this
level, concepts are mentally demanding but the concepts are hands on which appeals to the student.
The final section called do, the teacher will start providing materials such as worksheets, tests,
homework, and compositions. This section is the most demanding sections since Concepts are mentally
demanding and reduced, its not very visual and therefore more difficult.

A strategy that I would implement in my classroom based on Cummin’s model would be context-
embedded communication which are a one-to-one social conversation that would include physical
gestures, or storytelling activities that include visual props to help beginning level ELLs. A strategy that I
would implement in my classroom based on Krashen’s model would be to allow more comprehensive
input for the student and to use language that is mostly understood by the learners to reduce the
chances of creating a stressful environment. I would also include many visual inputs along the way and
introduce the chunked instruction. Although comprehensive input may not all be understood by the
learner, it is essential to acquisition according to Krashen because it informs a learner’s subconscious
understanding of a language.