Second Language Acquisition and Second Language Learning

Reference

Krashen, Stephen D.

Foreign Language Study & Reference

Oxford, UK &c. : Pergamon Press

The natural approach: Language acquisition in the classroom

Words, Language & Grammar

Alemany Press

Writing, research, theory, and applications (Language teaching methodology series)

Pergamon Institute of English

The Natural Approach: Language Acquisition in the Classroom [Sep 01, 1996] Krashen, Stephen D.

The Natural Approach: Language Acquisition in the Classroom

Janus Book Pub/Alemany Pr

This text explores the relationship between second language teaching practice and what is known about the process of second language acquisition and summarizes the current state of second language acquisition theory. -- Draws general conclusions about the application of theory to methods and materials and describes the characteristics that effective materials should include. -- Concludes that language acquisition occurs best when language is used for the purpose for which it was designed: communication.

Principles and Practice in Second Language Acquisition (Language Teaching Methodology Series)

Alemany Pr

PRENTICE/HALL

Get kids hooked on books! “Summer Reading is a timely look at the power of reading in the development of student literacy. It delivers a potent message to administrators, classroom teachers, reading specialists, and librarians to design summer reading programs based on a balanced view of reading instruction.” —Sheila Bostrom, Brush Schools, Colorado Inspired by school-established summer reading camps designed to help struggling readers, Dr. Fay Shin and Dr. Stephen Krashen have built a research-based plan to guide schools in replicating this successful strategy. Written in a friendly style by two top scholars in literacy and ESL, Summer Reading: Program and Evidence provides a framework rooted in scientific data supporting how these programs succeed. By including standardized test scores as well as personal reflections from teachers and students on building effective summer reading camps, the authors motivate teachers to help students excel beyond the traditional classroom, promoting success from one year to the next. Why Summer Reading Matters <ul>
<li>Helps children become confident and competent readers. </li>
<li>Encourages students to read books they enjoy and can access. </li>
<li>Fosters teacher-student relationships and promotes students’ motivation to engage with reading.</li> </ul>

Summer Reading Program And Evidence

Education & Teaching

Shin, Fay H.

Schools & Teaching

Stephen Krashen, one of the country's most respected authorities on language and literacy, sets the record straight about today's reading wars, offering an incisive analysis of the three major "battle cries" of whole language critics. In a step-by-step dissection, Krashen reiterates the three arguments, then explores the most salient studies that support or refute them.
<ul>
<li>CLAIM: Eye movement studies prove that readers assay text "completely," and therefore do not sample text to confirm predictions, as maintained by whole language advocates. In exploring the Eye Fixation Studies, which attempted to disprove the Goodman-Smith reading theory, Krashen reveals that study participants had no alternative but to examine every fine detail of the print. Further evidence is provided that supports the hypothesis that literacy development and comprehension are in fact closely related.</li>
<li>CLAIM: Context interferes with reading. This is only true, says Krashen, if the context (e.g. pictures) is too rich, or "overdetermining." We also see how the results of studies supporting this claim were biased by the methodology used.</li>
<li>CLAIM: Skill-building approaches to reading have been shown to produce better results than whole language. In fact, asserts Krashen, when whole language is correctly defined as providing comprehensible texts, it is a consistent winner.</li>
</ul>The author also skewers the national frenzy over early intervention and illustrates his point with a humorous scenario showing how "prenatal phonemic awareness testing" could be the logical outgrowth of an entirely skills-based approach! But beyond its point/counterpoint format, Three Arguments offers some real solutions, chief of which is making sure that all children have access to interesting reading material so they can finally achieve the standards of literacy they deserve.

Three Arguments Against Whole Language and Why They Are Wrong

Heinemann

Here is a timely and important book for anyone concerned about the future of bilingual education in America. Written by Stephen Krashen, the nation's foremost expert on second language acquisition, it disproves many of the false assumptions and outright distortions that led to the passage of Proposition 227 in California. Now, as some of those same arguments proliferate in other states, Krashen explains the bases for five of these key beliefs, and proves-step-by-step-why they are wrong:
<ul>
<li>Bilingual education is responsible for the high Hispanic dropout rate. In fact, studies show reduced and even no difference in dropout rates when background factors are controlled.</li>
<li>Most immigrants succeeded without bilingual education. Krashen argues that many immigrants arrived here having had a de facto bilingual education in their countries of origin; and that until the last half of this century, economic success was not so strongly dependent on school success. </li>
<li>The United States is the only nation that has bilingual education. There is ample evidence of bilingual programs not only existing, but also succeeding in countries like Norway and the Netherlands.</li>
<li>Bilingual education failed in California. The author explores flaws in the methods of various studies and counters with other reasons why bilingual education students may not thriveNincluding widespread poverty and lack of reading materials.</li>
<li>The public is against bilingual education. This argument, propagated by the media, proves false when one examines the biased language used in survey after survey.</li>
</ul>In its careful delineation of the real issues, Condemned Without a Trial gives educators, administrators, parents, and voters the essential understanding-and evidence-they have heretofore been denied.

Condemned Without a Trial: Bogus Arguments Against Bilingual Education

To those familiar with the field of linguistics and second-language acquisition, Stephen Krashen needs no introduction. He has published well over 300 books and articles and has been invited to deliver more than 300 lectures at universities throughout the United States and abroad. His widely known theory of second-language acquisition has had a huge impact on all areas of second-language research and teaching since the 1970s. This book amounts to a summary and assessment by Krashen of much of his work thus far, as well as a compilation of his thoughts about the future. Here, readers can follow Krashen as he 
<ul>
<li>reviews the fundamentals of second-language acquisition theory </li>
<li>presents some of the original research supporting the theory and more recent studies </li>
<li>offers counterarguments to criticisms </li>
<li>explores new areas that have promise for progress in both theory and application. </li>
</ul> An invaluable resource on the results of Krashen's many years of research and application, this book covers a wide range of topics: from the role of the input/comprehension hypothesis (and its current rival-the comprehensible output hypothesis), the still-very-good idea of free voluntary reading, and current issues and controversies about teaching grammar, to considerations of how it is we grow intellectually, or how we "get smart."

Explorations in Language Acquisition and Use

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Books by Krashen, Stephen D.