{"id":1674,"date":"2018-03-12T15:30:30","date_gmt":"2018-03-12T15:30:30","guid":{"rendered":"https:\/\/educacionbilingue.eu\/?page_id=1674"},"modified":"2019-05-29T08:35:17","modified_gmt":"2019-05-29T08:35:17","slug":"stephen-krashen-2019","status":"publish","type":"page","link":"https:\/\/educacionbilingue.eu\/en\/stephen-krashen-2019\/","title":{"rendered":"Stephen Krashen"},"content":{"rendered":"

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Dr. Stephen Krashen<\/span><\/p>\n

[\/vc_column_text][vc_column_text]<\/p>\n

Biodata<\/span><\/p>\n

 <\/p>\n

Stephen Krashen professor emeritus at the University of Southern California is an expert in the field of linguistics that counts with more than 486 publications on the areas of second-language acquisition, bilingual education and reading.<\/p>\n

The five main hypotheses of his widely known and well accepted second-language acquisition theory are studied worldwide by language educators:<\/p>\n

\u2022 the Acquisition-Learning hypothesis;<\/p>\n

\u2022 the Monitor hypothesis;<\/p>\n

\u2022 the Natural Order hypothesis;<\/p>\n

\u2022 the Input hypothesis;<\/p>\n

\u2022 and the Affective Filter hypothesis.<\/p>\n

His work has been recognized with several prestigious awards (Pimsleur Award, Mildenberger Award,\u2026) and positions (National Association for Bilingual Education Executive Board, International Reading Association’s Reading Hall of Fame,\u2026).<\/p>\n

Dr. Krashen currently promotes the use of free voluntary reading as the most powerful tool in language education and helps educators by sharing many of his researches online at http:\/\/www.sdkrashen.com\/<\/a><\/p>\n

[\/vc_column_text][vc_empty_space height=”50″][vc_column_text]<\/p>\n

Is there a \u201cfast track\u201d to second language acquisition? <\/span><\/p>\n

 <\/p>\n

Nearly everyone, including language professionals, seems to think that some people some people have special talents for language acquisition. If we look at progress under optimal conditions (lots of rich, compelling comprehensible input), the evidence suggests that we are all similarly gifted for language acquisition.<\/p>\n

[\/vc_column_text][vc_empty_space height=”50″][vc_column_text]<\/p>\n

Down with Forced Speech <\/span><\/p>\n

 <\/p>\n

When acquirers are forced to produce language that they have not yet acquired, known as \u201cforced speech,\u201d they often experience anxiety. I argue here that forced speech is not only uncomfortable, it makes no direct contribution to language acquisition.<\/p>\n

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