Ovando & Combs (2012) indicate that the development of the first language is not formally taught because children acquire it subconsciously by using the language. Linguist Stephen Krashen formulated the theory called the ‘Monitor Model’. This theory has greatly influenced research theory in second language acquisition and it comprises five hypotheses that will be explained in the following paragraphs: the acquisition-learning hypothesis, the natural order hypothesis, the monitor hypothesis, the input hypothesis, and the affective filter hypothesis (Baker, 1997). Krashen’s first hypothesis is called the ‘acquisition-learning hypothesis’, and it states that learners have two separate ways to internalize a second language (Krashen, 1985). Krashen
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In this hypothesis Krashen (1987) posits that factors such as self-confidence, positive attitude, and anxiety play an essential role in the process of language acquisition since they can enhance or interfere with the learner’s ability to progress. Therefore, learners with self-confidence and motivation may have a ‘low filter’ that will promote an efficient second language learning experience. Zafar (2009) critiques Krashen’s assertions about children lacking the affective filter while suggesting that adults have higher affective filters that hinder their ability to master a second language. Brown (2007) also criticizes this claim indicating that children exhibit differences in levels of motivation, self-confidence and anxiety that supposedly justify for adult-child differences when they are learning a second language. Furthermore, there are many examples of adults that have reached native-like proficiency in a second language (Brown, …show more content…
Garcia & Kleifgen (2010) indicate that in order to complete school assignments it is necessary another set of language skills. The academic language or CALP occurs in context reduced academic scenarios (Baker, 2011). CALP is abstract language that is required to master in order to be able to participate in class, read text without pictures or text that requires background knowledge that ELLs do not always have (Garcia & Kleifgen, 2010). Cummins (1979, 2000) suggests that it takes five to seven years to develop academic proficiency in an additional language. According to the research of Thomas and Collier (1997), it takes ELLs between four and ten years to achieve “on grade” level performance in English.
The distinction between social language (BICS) and academic language (CALP) is important since it assists in explaining the relative failure of ELLs in the educational system (Baker, 2011). This failure occurs because some programs in the U.S. aim to provide ELLs sufficient English language skills that allows them to communicate with classmates and teachers and to work with the curriculum (Baker, 2011). However, the ELLs’ cognitive academic language proficiency has not been developed adequately to manage the demands of the curriculum (Baker,
In this hypothesis Krashen (1987) posits that factors such as self-confidence, positive attitude, and anxiety play an essential role in the process of language acquisition since they can enhance or interfere with the learner’s ability to progress. Therefore, learners with self-confidence and motivation may have a ‘low filter’ that will promote an efficient second language learning experience. Zafar (2009) critiques Krashen’s assertions about children lacking the affective filter while suggesting that adults have higher affective filters that hinder their ability to master a second language. Brown (2007) also criticizes this claim indicating that children exhibit differences in levels of motivation, self-confidence and anxiety that supposedly justify for adult-child differences when they are learning a second language. Furthermore, there are many examples of adults that have reached native-like proficiency in a second language (Brown, …show more content…
Garcia & Kleifgen (2010) indicate that in order to complete school assignments it is necessary another set of language skills. The academic language or CALP occurs in context reduced academic scenarios (Baker, 2011). CALP is abstract language that is required to master in order to be able to participate in class, read text without pictures or text that requires background knowledge that ELLs do not always have (Garcia & Kleifgen, 2010). Cummins (1979, 2000) suggests that it takes five to seven years to develop academic proficiency in an additional language. According to the research of Thomas and Collier (1997), it takes ELLs between four and ten years to achieve “on grade” level performance in English.
The distinction between social language (BICS) and academic language (CALP) is important since it assists in explaining the relative failure of ELLs in the educational system (Baker, 2011). This failure occurs because some programs in the U.S. aim to provide ELLs sufficient English language skills that allows them to communicate with classmates and teachers and to work with the curriculum (Baker, 2011). However, the ELLs’ cognitive academic language proficiency has not been developed adequately to manage the demands of the curriculum (Baker,