Krashen's Monitor Model and Cummins' BICS and CALP hypotheses describe different aspects of second language acquisition. Krashen proposed acquisition vs learning, natural order, input, monitor, and affective filter hypotheses. Cummins distinguished between basic interpersonal communication skills (BICS) and cognitive academic language proficiency (CALP). McLaughlin emphasized controlled vs automatic processing, with practice leading to automatization. Bialystok described explicit and implicit knowledge development. Selinker's interlanguage model described how learners develop mixed L1-L2 systems through stages of trial and error. These models inform approaches like focusing on meaningful communication over explicit instruction, and being patient as learners progress at individual paces.

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 KRASHEN’S MONITOR MODEL
 CUMMIN’S BICS & CALP
 MCLAUGHLIN’S LANGUAGE PROCESSING MODEL:
 BIALYSTOK’S L-PROCESSING MODEL: EXPLICIT - IMPLICIT
KNOWLEDGE
 PRACTICAL APPLICATIONS OFTHOSE PROCESSING
MODELS: SELINKER’S INTERLANGUAGE MODEL

3.  Krashen’s model was influenced by Chomsky’s
theory of first language acquisition.
 Krashen (1970s) created this model for second
language acquisition and called it “Monitor
Model”.

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 Krashen described his model in terms of five
hypotheses.
 1) Acquisition of language is different from learning
language Hypothesis
 2) Natural Order hypothesis
 3) Input hypothesis
 4) Monitor hypothesis
 5) affective filter hypothesis

5.  Acquisition-learning hypothesis.
 Krashen claimed that adult second language learners
have two mean for internalizing the target language,
which are “acquisition” and “learning”.
 Acquisition is a subconscious and intuitive process of
constructing the system of the language. He
suggested that we “acquire” the language just like
we pick up our first language.

6.  On the other hand, learning is a process in
which learners attend to form, figure out the
rules, and aware of their own process.

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2) Natural Order Hypothesis
 In L1 & L2:
 language rules and concepts are acquired in certain
order
 correct grammatical structures (.e.g. negations,
question format) are acquired gradually.

10.  Grammar structures are acquired in a
predictable order , some structures tending
to come early and others later.
 L2 learning order is different from L1 order
 L2 learning adults and children show similar
order

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3) Input Hypothesis
 In order for successful language learning to be able to occur,
the learner must:
 A) be exposed to comprehensible input ( =oral or written
language) ; if the learner cannot make sense of what s/he is
confronted with, no comprehensible feedback is possible
and no effective learning can take place.
 B) Be exposed to information at a level that is slightly
beyond his/her level of proficiency

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4) Monitor Hypothesis
Innate to all learners is a correction device, an error detector
that will lead the learner to producing correct language.
 This device works as an editor and confirms when s.th is
correct and repairs when s.th is incorrect
 There are 3 types of monitor users:
 A) optimal user
 B) overuser
 C) underuser

15.  Acquisition has the central role
 Learning functions as a Monitor
 3 conditions needed to use Monitor
 Time
 Focus on form
 Know the rule
 When Monitor is not used, errors are
natural
 Pedagogically: study of grammar has a
place, but a limited one

16. The Monitor Hypothesis.
It is a device to monitor or edit the learner’s
output. It is supposed to be responsible for
editing, making correction consciously.
 This is why it is found in the “learning”
process not the acquisition.

17.  According to Krashen, such explicit and
intentional learning should be avoided
because it may hinder the acquisition process.
 Only once fluency established, monitoring
and editing should be activated.

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5) Affective Filter Hypothesis
 The more positive the learner’s emotional
approach to learning L2 is, the more successful
the process
 The more negative the emotional state (anxiety,
anger, guilt), the less successful the process
 => a positive learning environment
 assist in overcoming emotional barriers
through art, music, talk, humor

21. ‘Affective filter’ is a metaphorical barrier that
prevents learners from acquiring language
even when the appropriate input is available.
 “Affect” refers to the feelings, motives, needs,
attitudes and emotional states.

22.  Krashen claimed that the best acquisition will
occur in environment where anxiety is low
and defensiveness absent.A learner who is
tense anxious may ‘filter out’ the input,
making it unavailable for acquisition.

23.  Motivation
 Self-confidence
 Anxiety
 Lower affective filter will go further

26. Language
Input
Affective Filter
Acquired
Competence
Language Acquisition
Device
The affective filter

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 BICS = Basic Interpersonal Communication Skills
 Skills necessary to be effective in social settings with
others
 CALP = Cognitive Academic Language
Proficiency
 Skills necessary to perform well in academic settings
(school, read, write, spell, listen, speak professionally)

28.  BICS = BASIC
INTERPERSONAL
COMMUNICATION
SKILLS
 (Breaks into a
multitude of other
registers)
 CALP = COGNITIVE
ACADEMIC
LANGUAGE
PROFICIENCY
 Literature, reading
skills, decoding difficult
texts, making
inferences, etc.

29.  Basic conversational fluency – buying food, asking
for directions, social situations, even class
discussions in some cases – students develop
strategies to communicate
 Can sound like a native speaker – especially if ss has
developed use of idioms and back channeling (uh-
huh, hmmm. Uh-uh, etc).
 Mainstreamed too early
 “She speaks fine, what is she doing in ESOL?”
 You’ve been here ___ years and you’re still in
ESOL???!!

30.  Takes 1-3 years to develop.
 Develops first and develops according to
social group/s.
 Students may appear to “speak English,” but
may struggle mightily with academic English
register (most formal, proscribed, follows a
restricted pattern, whereas BICS is more
open and fluid)

31.  BICS -Phonological development and basic
fluency plateau at around 6 years of age –
rate of subsequent development is slowed in
comparison to previous development.
 CALP – literacy and vocabulary knowledge
continues throughout schooling and possibly
throughout lifetime. (30 years ahead)

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CALP
 L2 learners with good communication skills in
social settings may not have good academic
performance skills
 It takes 5-7 years to acquire CALP
 CALP includes abstracta and de-contextualized
learning settings that may clash with the L2
learners culture learning style and personality.
 Poor CALP performance cannot be explained by
lack of motivation

33.  Takes at least 5-7 years of immersion in
academic environment.
 Time frame can vary due to poor school
attendance, family stress, economic stress,
low schooling in L1, quality of school
programs, health, learning differences, etc.
 CALP is more deliberate, takes more time,
must have more scaffolding – is key to
success in HS and college.

34.  Recent research (Thomas & Collier, 1995) has shown
that if a child has no prior schooling or has no
support in native language development, it may
take 7 to 10 years for ELLs to catch up to their peers.
If students are below grade level in their native
language, it takes at least 7-10 years for them to
reach the 50th percentile. The likelihood of them
catching up to their peers is very low.

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 Cummin’s 4-quadrant model with contextualized
instructional suggestions helps guide L2 learners
from the silent stage through early production to
competent production in L2
 Parameters are: context rich to context reduced
learning, and cognitively undemanding to
demanding;

36.  The continuums that illustrate Cummins’ two
dimensions of degree of context and degree
of cognitive demand can be arranged so they
form 4 quadrants to characterize language
and learning activities:

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 CUP= common underlying proficiency
 Content and skills that will transfer from L1 to L2
 Phonological processing skills
 Orthographic processing skills
 Morphological awareness
 Grammatical awareness
 SUP = separate underlying proficiency
 Content and skills learned in L1 will not transfer to L2
because they are “too different” and stored distant
memory pockets.The student does not see a point in
connecting L1 and L2 in these aspects

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 IMPLICATIONS FORTEACHERS
 Tap into student’s L1 knowledge both for content and
literacy skills through provoking questions and non-
verbal invitations
 The stronger an L2 student’s L1 knowledge is the more
transfer is possible.
 Positive transfer occurs and makes learning easier even if
both languages differ distinctly

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 McLaughlin’s model differentiates between
CONTROLLED and AUTOMATIC processing.
 CONTROLLED PROCESSING
 Limited & temporary
 AUTOMATIC PROCESSING
permanent & more able to process a lot of varying
information
 He is an open critic of Krashen’s Natural Approach
Instructional Model

43.  Based on CognitiveTheory
 Second language learning is a mental
process
 Assumes a hierarchy of complexity of
cognitive skills
 Structured practice leads to
automatization and integration of
linguistic patterns

44.  McLaughlin's assumptions
 Second language learning is a skill
 Second language learning requires
“automatization of component sub-skills”
 Humans have a limited capacity to
manage controlled processes
 Second language processing skills become
more efficient via automatization

45. Attention to
Formal Properties
of Languages
Controlled Automatic
Focal Performance based on
formal rule learning
(Cell A)
Performance in a test
situation
(Cell B)
Peripheral Performance based on
implicit learning or
analogic learning
(Cell C)
Performance in
communication
situations
(Cell D)
Information Processing

46. Attention to Formal Properties
of Languages
Controlled: new skill capacity
limited
Automatic: well-trained
practicedskill capacity is
relatively unlimited
Focal
Intentional Attention
(Cell A)
• Grammatical explanation of a
specific point
• Word definition
• Copy a written model
• The first states of
“memorizing” a dialog
• Prefabricated patterns
• Various discrete-point
exercises
(Cell B)
• “keeping an eye out for
something
• Advanced L2 learner focuses
on modals, clause formation,
etc.
• Monitoring oneself while
talking or writing
• Scanning
• Editing, peer-editing
Peripheral/
Incidental Attention
(Cell C)
• Simple greetings
• The later stages of
“memorizing” a dialog
• TPR/Natural Approach
• New L2 learner successfully
completes a brief conversation
(Cell D)
• Open-ended group work
• Rapid reading, skimming
• Free writes
• Normal conversational
exchanges of some length
From Brown 1994: 285

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 Similar to McLaughlin’s
Highlights importance of authentic and
contexualized language instruction
DIFFERENT from McLaughlin’s:
Provides explanation for how L2 learners reach a
state of automaticity in correct L2 use

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 L2 learners use explicit and implicit knowledge
and need more time to process linguistic input
than native speakers
 EXPLICIT knowledge
 Learner is able to explain the use of language
knowledge (= metalinguistic thinker)
 Native speakers do not have this knowledge (unless they
were explicitly taught)

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 IMPLICIT knowledge
Learner is not able to explain what and why
s/he is using L2 in certain ways and not others.
This is referred to as AUTOMATIC and
SPONTANEOUS use of language
This is how native speakers “know’ their
language.They know what is correct but
cannot necessarily explain ‘why’.

50.  The term interlanguage was defined by
Selinker (1972) as the separate linguistic
system evidenced when adult second-
language learners attempt to express
meaning in a language they are in the process
of learning.This linguistic syste encompasses
not just phonology, morphology, and syntax,
but also the lexical, pragmatic, and discourse
levels of the interlanguage.

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 According to Selinker’s model, L2 learners go
through natural stages of trial and error that
gradually lead to appropriate performance in L2;
 they develop a learning system that is somewhere
in between their L1 and the new L2 system
 It does not talk about L2 learners ever reaching L2-
native speaker qualities but rather stresses a
“mixed” L1-L2 feature condition.

52.  The notion of ‘interlanguage’ has been
central to the development of the field of
research on second language acquisition
(SLA) and continues to exert a strong
influence on both the development of SLA
theory and the nature of the central issues in
that field.

53.  The term interlanguage (IL) was introduced by
the American linguist Larry Selinker to refer to
the linguistic system evidenced when an adult
second language learner attempts to express
meanings in the language being learned.The
interlanguage is viewed as a separate linguistic
system, clearly different from both the learner’s
‘native language’ (NL) and the ‘target language’
(TL) being learned, but linked to both NL andTL
by interlingual identifications in the perception
of the learner.

54.  A central characteristic of any interlanguage
is that it fossilizes – that is, it ceases to
develop at some point short of full identity
with the target language.Thus, the adult
second-language learner never achieves a
level of facility in the use of the target
comparable to that achievable by any child
acquiring the target as a native language.

55.  There is thus a crucial and central
psycholinguistic difference between child NL
acquisition and adult second language (L2)
acquisition: children always succeed in
completely acquiring their native language,
but adults only very rarely succeed in
completely acquiring a second language.

56.  Central to the notion of interlanguage is the
phenomenon of fossilization – that process in
which the learner’s interlanguage stops
developing, apparently permanently. Second-
language learners who begin their study of the
second language after puberty do not succeed in
developing a linguistic system that approaches
that developed by children acquiring that
language natively.This observation led Selinker
to hypothesize that adults use a latent
psychological structure (instead of a LAD) to
acquire second languages.

57.  The five psycholinguistic processes of this
latent psychological structure that shape
interlanguage were hypothesized (Selinker,
1972) to be
 (a) native language transfer
 (b) overgeneralization of target language
rules
 (c) transfer of training
 (d) strategies of communication, and
 (e) strategies of learning.

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 Native language transfer, the process that
contrastive analysts had proposed as the sole
shaper of learner language, still has a major role to
play in the interlanguage hypothesis; though it is
not the only process involved, there is ample
research evidence that it does play an important
role in shaping learners’ interlanguage systems.

59.  Selinker (1972,) suggested that the way in
which this happens is that learners make
‘interlingual identifications’ in approaching
the task of learning a second language: they
perceive certain units as the same in their NL,
IL, andTL.

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 So, for example, they may perceive NL ‘table’ as
exactly the same asTL ‘mesa,’ and develop an
interlanguage in which mesa can (erroneously in
terms of theTL) be used in expressions like ‘table of
contents,’ ‘table the motion,’ and so on.

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 Krashen’s Monitor Model led to the Natural
Approach that promotes whole language like
language learning
No explicit instruction
Children explore all language components at their
own pace
Assumption: each child can figure these out and
learn by osmosis

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 Bialystoks and Mclaughlin’s processing models
promote learning and teaching in context with
only peripheral explicit instruction.
 Main focus of instruction is to be on
communication & meaning not on form
 Teachers must be patient with L2 learners
 Only “perfect learner” considered, not those with
language processing difficulties

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 Selinker’s interlanguage model supports natural
and individually different approach to mastering
L2
 Teachers must give time to process through
these stages and trust that learner will succeed in
L2 in the end.
 L1-level proficiency cannot be reached
 Assumption is that every learner goes through
trial and error stages of specific kinds