Similarities and differences between the language acquisition theories of Krashen and Cummins

Sample Solution

    Linguists Stephen Krashen and Jim Cummins are two of the most widely respected language acquisition theorists. While both share many similarities in their theories, there are also some key distinctions that should be considered when planning for instruction in the classroom.

Krashen’s theory is based on the assumption that second language learning is an emergent process resulting from natural principles of language learning rather than a direct result of explicit instruction (Cummins, 2000). He proposes five hypotheses which explain how second language learning takes place: acquired system hypothesis; monitor hypothesis; natural order hypothesis; input hypothesis; affective filter hypothesis. The primary focus here is on providing comprehensible input to students and creating a low-anxiety environment where they can practice without fear or pressure. Krashen suggests that providing authentic materials through meaningful activities will enable learners to make connections between new information and what they already know, allowing them to develop a deeper understanding of their target language. Cummins’ theory holds that proficient command of any language requires two separate cognitive systems: a basic interpersonal communication system (BICS) and cognitive academic language proficiency (CALP). BICS refers to everyday conversation skills used in social settings such as greetings or small talk, while CALP involves more complex structures necessary for success at school such as writing essays or engaging in science experiments. It emphasizes the importance of teaching for transferability by helping students understand how concepts learned in one area can be applied across different contexts. Additionally, Cummins contends that it is important for teachers to recognize differences between student populations with regard to prior knowledge and background experiences so that appropriate instructional strategies may be employed accordingly. In terms of application in the classroom setting, considering these two theories together provides a comprehensive approach towards effective instruction for diverse groups of English Language Learners (ELLs). Understanding both Krashen’s emphasis on providing rich input through meaningful activities as well as Cummins' focus on teaching transferable skills allows educators to create dynamic lessons tailored to meet each student's individual needs while promoting linguistic development across all areas related to English proficiency. As an example, teachers could begin by using stories or other real-world scenarios within their content areas as tools for introducing new material while making sure all directions are given clearly and slowly so ELLs have ample opportunity comprehend what is being asked before attempting tasks independently or with peers at higher levels of difficulty throughout class time. In addition, this same content can serve as scaffolding for project-based work later down the road once ELLs have had more time exposed to listening comprehension patterns inherent within spoken discourse and become comfortable enough with developing thought processes related thereto - thus demonstrating successful transferability from BICS level abilities into more advanced CALP capabilities with regards command over written communication styles utilized throughout daily life situations beyond school walls too! Ultimately then it becomes apparent just how beneficial considering both Krashen’s and Cummins' perspectives might truly prove towards fostering positive outcomes amongst ELL populations particularly since support provided therein reflects much needed recognition not only regarding individual skill sets particular but additionally upon cultural backgrounds associated thereby too!