for English Language Educators

ducators involved in English language instruction agree on one overarching goal: English learners need instructional methods and materials that move them efficiently and effectively toward full English proficiency. Debate often ensues when the discussion turns to which methods and materials are best suited to meet this goal. For the past two decades, English language development (ELD) educators have tended to rely on the Natural Approach to English language instruction. However, new research is pointing to structured and focused language instruction as a critical part of the English language development curriculum. The Natural Approach In the mid-1980s, Stephen Krashen revolutionized second language teaching. Krashen’s research led him to the conclusion that you don’t learn a second language by learning about it (1985). He observed that people acquire a second language when they learn “in ” and “through ” the language, not when they are learning the rules that govern its use. Krashen suggested that exposing students to meaningful language in a comfortable setting would enable them to acquire the language. This approach focused on authentic communication with minimal error correction. Krashen’s assumption was that first and second languages are more or less acquired in the same way (Krashen and Terrell, 1983)