The document summarizes several sources on language acquisition. It discusses Cook's perspective on learning a first and second language, noting both processes are similar but differ in a classroom. It also outlines Krashen's view that a first language can interfere with a second language through errors, influenced by linguistic background. Additionally, it examines Freeman's question of whether language is acquired naturally or learned consciously, finding children develop their own language rules rather than just repeating adults.

1. Reaction Paper
Gary Torres
April 13th, 2013

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. 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. Wode (1978) assumed that first-language-influenced
errors may happen at certain stages in development. 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. Krashen (1993, 1999) mentioned that people acquire reading and
writing skills in the same way they acquire the first or second language. 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.

4. References
Cook, V. J., Long, J., & McDonough, S. (1979). First and second language learning. In
G. E. Perren (Ed.). The mother tongue and other languages in education: CILTR.
Krashen, S. (1981). Second Language Acquisition and Second Language Learning.
University of Southern California
Freeman, D. & Freeman, Y. (2004). Essential Linguistics What you need to know to
teach reading, ESL, Spelling, Phonics, and Grammar. Portsmouth, NH Heinemann