The document discusses three sources - Cook, Krashen, and Freeman - on the topic of language acquisition. Cook discusses differences between acquiring a first and second language. Krashen focuses on how a first language influences second language acquisition and performance. Freeman examines whether language is acquired naturally by children or through conscious learning processes. The response provides an evaluation, agreeing that children develop their own language rules and acquisition relies on cognitive development and expressing needs.

1. Reaction Paper
Gary Torres
March 31st, 201

2. Summary
Language acquisition has always been a relevant topic at the moment of talking about
skills which develop since our birth. In relation to this, Cook states the implications of
learning a second language which at the same time are directly related with the process
of learning a first language. Even though both processes are almost the same, when
seeing language learning in a classroom many differences appear. Cook points out the
factors of learning a L1 and a L2, and also creates a connection between cognition and
language learning, which is totally remarkable because most of what we learn
throughout our lives has to deal with our cognitive system and how we acquire skills for
speaking a L2.
Krashen attempts to show basically the cause of the errors made by second language
students, what influence them and how first language affects the appropriate acquisition
and performance of a new language. He focuses on ESL students from different
countries, which when producing a second language instinctively tend to fall back to the
first language. This interference considers mainly the student’s linguistic background
and acquisition environment.
Freeman’s text mainly tries to answer the question: Is language acquired naturally or is
it learned through a conscious process? He focuses on the first language learning in
children, which learn not only through repetition and reinforcement, but also creating
their own rules of language usage. ‘‘any satisfactory model of language must be
compatible with how children learn; their ability to perceive, conceptualize, store and
access information; and their motivations’’i Similar ideas are explained by Brown
(1973) which state that children’s earlier utterances are connected with their needs and
interests. The second chapter goes deeper on writing and reading learning and also
considers different ideas and theories focused on Language acquisition, cognition
development and also the production of the language, which helps children to develop
the necessary communicative competences.

3. Evaluation
Cook’s point of view and ideas about learning are quite convincing, this happens not
only because the well supported arguments he uses, but also because the issues he
covers and the assumptions he makes are mostly true. One of his statements which
stands out is the fact that a child’s language system is not a small part of the adult
system, but one which develops freely. This statement clearly suits with the ideas
showed in Freeman’s text which explain that children create their own set of language
rules as they grow up, and it is not just a question of repeating what adults say.
The ideas which Krashen proposes are even more contextualized. The kind of
interference which a mother tongue causes in students learning a second language is
considerable, and it happens to the majority of people immersed in the process of
learning another kind of language. ‘‘First-language-influenced errors may only occur at
certain stages in development’’ii. It is important to take into account that even though it
is proof of a good usage and management of the first language, it shows that the
acquisition of the new language has not been successfully done.
Freeman’s focus through the text is precisely obvious, how children accurate the
language in their early stages of life. However, the factors which influence this process
are quite numerous. In my point of view, children feel the strong necessity of expressing
their needs that they are forced to find a way to do it, that is why they start babbling.
One impressive fact which calls the attention is that parents tend to simplify the
language when a child is trying to produce their first words, and despite this, children
acquire language in such an easy way that they develop communicative competences
with no difficulty. ‘‘people acquire the ability to read and write in the same way they
acquire the first or second language’’iii At the same time, it is important to take in
consideration that language acquisition relies significantly on our brain’s activity. It is
remarkable how psychology works together with our minds and how a stimulus makes
us respond in all sorts of ways. I strongly believe that children learn language not only
because it is essential for social interaction, but also because it is something innate in
human beings, something which makes us unique among the other species in the world.
i
Rice (2002),(p.21)
ii
Wode (1978)
iii
Krashen (1993, 1999)