Special populations of ELLs or ELL typologies

Sample Solution

    Language acquisition theories are critical to educators as they provide a theoretical foundation for understanding the process of language learning. Two major theorists in this area are Stephen Krashen and Jim Cummins, both of whom have different perspectives on how language is acquired.

Krashen's theory focuses on “acquisition” versus “learning” and argues that the most efficient way to acquire a new language is through natural exposure which leads to subconscious internalization. He believes that by providing comprehensible input, students can learn effectively without direct instruction or focus on accuracy. This approach emphasizes providing students with meaningful input in the target language so that they can pick up nuances of language usage without having to consciously think about it. Cummins states that there are two distinct systems involved in learning a second language: cognitive/academic proficiency (the ability to use the linguistic system) and communicative competence (the ability to use the linguistic system in communication). His theory also looks at knowledge transfer between languages; he suggests when one uses their first language as an aid while studying another, it increases their understanding and skill level quicker than not using it at all. Additionally, Cummins maintains that successful bilingualism requires appropriate instruction methods along with adequate motivation from teachers and peers—which helps bridge his two systems together for effective communication within a classroom setting. In conclusion, both Krashen's and Cummins' theories offer valuable insights into how students acquire a second language—but ultimately differ in terms of their approaches: Krashen emphasizing largely passive acquisition via meaningful context-based materials, whereas Cummins taking more of an active stance towards knowledge transfer between languages along with teacher support being necessary for student success. Both these theories should be taken into consideration when planning curriculum for any ESL classroom; however due to differences between them, it may be best practice if teachers combine elements from each perspective into lesson plans so as to make sure all components necessary for successful learning are accounted for. By doing this teachers will be able create effective lessons which cover accurate form but still put emphasis on content-driven activities where students' comprehension is paramount—giving them access both academic proficiency as well as communicative competence needed for true fluency in any given foreign tongue