Stephen Krashen professor emeritus at the University of Southern California is an expert in the field of linguistics that counts with more than 486 publications on the areas of second-language acquisition, bilingual education and reading.
The five main hypotheses of his widely known and well accepted second-language acquisition theory are studied worldwide by language educators:
- the Acquisition-Learning hypothesis;
- the Monitor hypothesis;
- the Natural Order hypothesis;
- the Input hypothesis;
- and the Affective Filter hypothesis.
His work has been recognized with several prestigious awards (Pimsleur Award, Mildenberger Award,…) and positions (National Association for Bilingual Education Executive Board, International Reading Association’s Reading Hall of Fame,…).
Actually, Dr. Stephen Krashen currently promotes the use of free voluntary reading as the most powerful tool in language education and helps educators by sharing many of his researches online at http://www.sdkrashen.com/
Is there a “fast track” to second language acquisition?
Almost everyone, including language professionals, seems to think that some people have special talents for language acquisition. If we observe progress under optimal conditions (high exposure to rich and interesting input), the evidence suggests that we all have the same talent for language acquisition.
Down with Forced Speech
When learners are forced to produce a language they have not yet acquired, that “forced speech” creates anxiety. Here, we will discuss how this forced speech is not only uncomfortable but also contributes nothing to language acquisition.