THE NATURAL ORDER OF ACQUISITION (Krashen’s Hypotheses Series, #4 of 9)

(Previous post: Acquisition/Learning) The next post in this series (#5/9), The Input Hypothesis, is found here. MANIAC N: The Natural Order of Acquisition Hypothesis "Students acquire elements of grammar in a predictable order that is unaffected by teaching." Stephen Krashen and other researchers contend that the order of acquisition is a natural feature of the human brain. It cannot be altered or rushed. The ability to recognize and produce certain aspects of grammar, and much of the accompanying vocabulary, unfolds as students are exposed to comprehensible input. The natural order of acquisition is not the teaching order. It is useful as a [...]

By |2018-10-22T20:31:01+00:00April 30th, 2018|Categories: Acquisition, Krashen, Light Reading, Sheltering Vocabulary, Word Frequency|0 Comments


GARY, INDIANA─Local teacher Nick T. Bewusst, when questioned by colleagues if he was aware of national guidelines concerning 90/10 language use, quickly and emphatically stated that not only has he done it for years in his Spanish classes, but that it came easily and naturally. “I’ve taught using 90/10 my entire career. Since day one. I don’t understand why it even needs to be discussed and I resent the implication that I don't teach that way.” Since 2011 the American Council  on the Teaching of Foreign Languages (ACTFL) has recommended 90% target language use and just 10% native language use [...]


Rejoinders may be one of the most important practical vocabulary items we teach students. As we use the target language in our classrooms we model rejoinders and we encourage students to use them because they are so helpful in keeping a conversation going. Using a rejoinder is an easy way of showing the other person that you understand and that you want them to keep talking to you. It shows that you are emotionally engaged in the conversation and it encourages the other person to keep speaking. Rejoinders help to keep other people going to you, but you do not [...]

By |2017-10-27T15:02:44+00:00October 27th, 2017|Categories: Acquisition, Rejoinders|Tags: |0 Comments


(From Stuff for Spanish Class, by Bryce Hedstrom, p. 123-126   Here is a collection of songs that students need to hear and be able to sing before they leave each level of Spanish class.  YouTube renderings of these songs are found on the links below.  Lyrics, guitar chords, notes and graphics for most of these songs can be found in the book Songs for Spanish Class, and can be purchased on as a hard copy or an e-book download.   When you pre-teach the words before you sing, songs become an ideal teaching tool:  fun, repeated, comprehensible [...]

By |2017-10-11T13:22:12+00:00August 15th, 2017|Categories: Acquisition, Music|0 Comments


The school year gets long in the spring. Some days it seems like they just aren't getting it as quickly as we would like them to. But take heart, my friends, they know more than it seems like they do. Hang in there. "Comprehension precedes production... by a mile." —Susan Gross

By |2017-10-11T13:22:12+00:00April 17th, 2017|Categories: Acquisition, Mindset, Motivation|0 Comments


Why don’t foreign language teachers spend more time correcting the errors in students’ speech and writing?  Isn’t that what teachers are supposed to do?  Isn’t that our job, showing them where they are wrong? Well… No!  A language teacher’s job is to get the students to acquire the language, and that is done by supplying them with comprehensible input.  We use interesting, comprehensible, personalized language and then we let their brains sort it out.  When we do that, students acquire the language.  We do not need to correct them every time they make a mistake.  In fact, that kind of [...]

By |2017-10-11T13:22:12+00:00January 23rd, 2017|Categories: Acquisition, Error Correction, Hope|Tags: , |0 Comments