Applying SLA

The knowledge of Second Language Acquisition (SLA) is an invaluable tool for classroom teaching, if properly exercised. The majority of people begin studying SLA with a sense that they will finally understand how people learn; however, it is not as black and white as most believe. SLA consists of many theories/beliefs that connect and contradict at the same time. The study of language acquisition is very gray at best, which makes it a difficult theory course for educators to endure.

There are many crucial components to effective teaching, and the educator’s belief regarding how students learn is fundamental. A educator’s belief in learning will undoubtedly change over time, but this fact should not be a deterrent to implementing this useful instrument to teaching and lesson planning. In this section, Tesol Class will examine many of the major tenets of SLA and discuss how to transform these theories from ideological dogma to practical classroom application. The educator is free to believe any theory he wishes, as Tesol Class only wants to present and discuss implementation strategies for these theories without steering individual philosophy. The primary goals for this section: (1) have educators form beliefs on learning (2) make SLA theory classroom practical, and (3) let these beliefs guide and build lesson plans.

Access theory pages through the titled links below, or by hovering over the Applying SLA menu tab and selecting from the drop down menu.

Applying Behaviorism to the Classroom

Contrastive Analysis

Error Analysis

Interlanguage

Morpheme Order Studies

Monitor Model

Information Processing

Parallel Distributed Processing

Sociocultural Theory

Chaos Theory