S35: Prof. Stephen Krashen - Comprehensible Input and Multilingual Children
Do you know the difference between language "acquisition" and language "learning"?
Prof. Stephen Krashen proposed this crucial distinction 4 decades ago.
In this episode, Stephen Krashen explains why comprehensible input is key to language acquisition and how this is relevant to raising multilingual children.
How it all began... 2:02
About Stephen Krashen's personal background and passion for languages (his experience with French and German, Peace Corps etc.) 3:17
Short anecdotes about Stephen Krashen and Steve Kaufmann (famous polyglot) 11:55
Difference between language acquisition and language learning, and its relevance in raising multilingual children 14:32
3 conditions that have to be met if you want to use grammar 20:07
Comprehension hypothesis vs Skill-build hypothesis 26:15
How to provide the comprehensible, enticing input for multilingual children growing up abroad (and his response about storybooks, novels, audiobooks, comic books etc.) 34:05
How storytelling is an important skill, and how we can support our children with learning disabilities/difficulties; and about language delay 43:35
As long as there is comprehensible input, is it beneficial for my child to watch TV, read comics, and play online games in the target language? 47:10
Bio
Stephen Krashen, professor emeritus at University Southern California, is a linguistics expert specializing in the theories of language acquisition and development, a field in which he has authored around 500 publications. His well-known theory of second language acquisition consists of five main hypotheses: Acquisition-Learning hypothesis, Monitor hypothesis, Natural order hypothesis, Input hypothesis, and Affective filter hypothesis. A recipient of multiple awards, including the Mildenberger Award, the Paul Pimsleur Award, the Robert J. Ludwig Distinguished National Leadership Award, and inductee to the International Reading Association’s Hall of Fame, Professor Krashen speaks English, French, German, Hebrew, Amharic, Yiddish, and Spanish. He is now attempting to acquire Mandarin, while he is still young, at age 80.
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Пікірлер: 12
Lovely story, professor. Multilingualism in Switzerland is the secret to Swiss success.
@picojujutsu
5 ай бұрын
i can think of another thing lol
Worth watching. Wonderful!
Génial !!!!
This comment is to Prof. Krashen regarding "ser" and "estar". I first learned Spanish, but those two forms of "to be" stumped me, because I was learning to read and write the language without having the acquired fluency, and my first teacher was Spanish, so when I asked her how to know the difference, her response was "they just are the way they are". It wasn't until many years later into my Spanish journey, I heard a non-native Spanish professor explain the difference that it finally sunk in for me. Of course, they also now have lovely mnemonic devices to remember them, too! DOCTOR (Description, Occupation, Characteristic, Time, Origin, Relation) and PLACE (Position, Location, Action, Condition, Emotion)
Thank you!!! I have used his method with my kids for a second language. And we can see after 1 year a great development and motivation to read more and more books in the second language. Of course, they can take conversations too.
@RaisingMultilingualsLIVE
2 жыл бұрын
Thank you for sharing your story!
Professor Krashen's course at the Alliance Francaise was comprehensible. Professor Krashen also did years of Spanish at school but failed to learn Spanish. Were the lessons incomprehensible? Why didn't the teacher make the lessons able to be understood? Did anybody in the class understand the lessons?
Thank you for this very interesting and fun interview!
@RaisingMultilingualsLIVE
2 жыл бұрын
Thank you, Andrea, for watching/following the interview!
33:18 They start talking about children and multilingualism
Always the same old stories. And studying a bit of grammar might have taught you that 'If I'd have changed it' is incorrect.