Task 3 – Reflective Essay

Integrating the theories of second language acquisition with practice in classroom makes the
teacher in the best figure to teach young learners specifically in learning new language.
Knowledge regarding theories of second language acquisition is beneficial especially to teachers
for teaching new language to young learners. (Gambrell, Morrow and Pressley, 2007). I believe
that a best practice might inculcate any technique or method that can be gained from experience
and research which has been proven to be reliable and can lead to a desired outcome. The best
practice in teaching must, first of all, involve a committed teacher who is willing to use all
knowledge and techniques to ensure pupils success. The best practices here are intended to help
teachers work with the young learners successfully and to increase the effectiveness in acquiring
second language. The theories by Stephen Krashen (1982) that will be integrated to practice in
primary ESL classroom are:

 The Input Hypothesis

 The Affective Filler Hypothesis

The input hypothesis is only concerned with acquisition, not learning. According to this
hypothesis, young learners improve and progress along the natural order when receives second
language input that is one step beyond current stage of linguistic competence. A critical concept
for learning a second language is to increase comprehensible input and this comes from
second language acquisition theories. According to this theory, learners must be able to
understand the essence of what is being said or presented to them, for instance, the message
must be comprehensible. In order to increase comprehension for the second language learners,
teachers need to use various teaching techniques and strategies to ensure that second language
learners understand the materials presented to them (Bylund, Abrahamsson and Hyltenstam,
2012). Linguists also believe that effective language instruction depends on providing input at one
level of complexity beyond the second language learner’s level of linguistic competence, often
expressed as “The i+1 formula” (Krashen, 1985; Schütz, 2007). Based on these theories, the
language that contains one level of linguistic complexity beyond the learners’ level provides a
challenge that helps second language acquisition. Therefore, teachers must be sure to make
instruction comprehensible and yet not to use oversimplified language. Introducing new
vocabulary and concepts to second language learners are essential. While introducing new
vocabulary and advanced topics, teachers should use a variety of teaching techniques to help the
second language learners understand the materials presented to them.

Several strategies for increasing comprehension input for young learners include:

 Provide relevant contexts. To make learning effective, teachers need to help the
second language learners digest new concepts within the relevant contexts. For
example, before exposing young learners to new concepts, teachers should provide
background knowledge and contextual information.
 Using visual aids and physical artifacts. Visual aids and physical artifacts can convey
meaning effectively. Visual aids function especially well when a piece of text cannot
convey a concept. For example, a teacher can use gestures, pictures, and images to
demonstrate a movement, such as closing the door, sitting down, or standing up, to
help the young learners understand concepts in new language. For instance,
multimedia CDs, digital tutorials, and the Web links provide an endless source of
pictures, videos, sound, animation, and multimedia that can help the young learners
to learn the content within a meaningful context (Dukes, 2005).

Stephen Krashen (1985) regarding the affective filler hypothesis claims that young learners
with high motivation, self-confidence, a good self-image, and a low level of anxiety are better
equipped for success in second language acquisition. Low motivation, low self-esteem, and
debilitating anxiety can combine to raise the affective filter and form a mental block that prevents
comprehensible input from being used for acquisition. In other words, when the filter is up it
impedes language acquisition. On the other hand, positive affect is necessary, but not sufficient
on its own, for acquisition to take place. Learning is influenced by many factors and learning
environment is an important one. Teachers must be cognizant of this fact and understand that
they are responsibility to provide a healthy learning environment for all students to learn
productively (Muijs, Harris, Chapman, Stoll, 2004). Theoretically, a positive learning
environment is conductive and helpful especially for young learners. According to second
language acquisition theories, acquiring a second language involves many affective factors. An
affectively supportive environment is necessary for young learners because they respond to a
new language positively only when environments are encouraging, supportive, motivating, and
giving them confidence (Krashen, 1985; Ovando, Collier, & Combs, 2005). Affective factors
usually refer to a student’s emotions and include aspects such as the student’s motivation to
learn, self-esteem, and comfort level in the classroom. Educators agree that affective factors can
have a significant influence on young learner’s learning. Thus, in designing learning settings,
educators should consciously create friendly, positive, less tense styles of teaching within an
atmosphere that lowers young learners’ anxiety and provides affective support for young learners
to learn productively.

Educators need to be thoughtful in planning lessons and view instruction as an interactive tool to
reduce constraints, optimize opportunities, and maximize positive influences. Education is a
bridge to enhance communication, understanding, and the human potential of all students
including young learners (Fass, 1989). Instruction is an interaction that involves teachers,
students, and content. Instruction also takes place in an environment that can offer both
constraints and opportunities (Cohen, Raudenbush, & Ball, 2003). As school diversity increases,
the challenge for teachers also increases. It is thus crucial that educators continue exploring and
acquiring the knowledge and skills necessary to meet the needs of young learners.