Lesson Planning with Siop: a Theoretical Base (Benchmark Assessment) Essay

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Lesson Planning With SIOP: A Theoretical Base (Benchmark Assessment)
Sandra Ramkissoon
Grand Canyon University
ESL-523N SEI English Language Teaching: Foundations and Methodologies
October 4, 2012

* Abstract
Over the past few decades much research has been conducted as to how second language is acquired. Many theories of second language acquisition have been formulated. This paper will compare and contrast two influential second language acquisition theories: the behaviorist theory and the innatist theory specifically, Krahsen’s Monitor Theory. An overview of how these theories impact the SIOP Model for lesson planning will follow the description of the selected theories.

Lesson Planning With SIOP: A Theoretical Base
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Acquisition occurs (improves or progresses) when learners understand the target language or comprehensible input presented through natural communication opportunities. However, second language input must be at least one level beyond the learner’s current level of linguistic proficiency. v. The Affective Filter Hypothesis attributes the mental blocks of acquisition to affective filters such as motivation, self-confidence, and anxiety (Gitsaki, n.d). Krashen suggest that comprehensible input will be hindered if these affective barriers are not addressed.
In summary, Krashen’s Monitor Theory is an attempt to provide a framework for the various components of second language acquisition. The components of second language acquisition include but are not limited to: environmental, cultural, and societal influences; innate mechanism of language acquisitions; age, classroom instruction; and personality traits (Gitsaki, n.d). Krashen’s theories have been perceived as lacking in scientific accuracy. In addition, critics argue that Krashen’s Monitor Theory downplays the significance of instruction in grammar and language output. Despite its criticism and perceived limitations, Krashen’s hypotheses are being implemented in many schools throughout the nation and have been instrumental in initiating further research in second language acquisition.
During the course of this writer’s practicum experience, the presence and influence of the behaviorist theory and the