Krashen's five hypotheses of second language acquisition as principles for bilingual program design

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Evidence · 1 claim (1 for) · 1 study (1 theoretical), q2 · 0 of 1 report an effect size · 1 claim rests on one study

Description

The packet operationalizes Cummins's and Canale & Swain's theories using Steve Krashen's (1981) five hypotheses: the acquisition-learning hypothesis (two separate processes, acquisition resembling L1 development and learning as explicit rule presentation with error correction), the natural order hypothesis, the monitor hypothesis, the input hypothesis, and the affective filter hypothesis. The monitor hypothesis is summarized as stating that "Acquisition is far more important and develops fluency, but conscipus learning can be used as an editor, a monitor". The packet derives three program requirements from these hypotheses: provide comprehensible input in the weaker language, maintain subject matter, and maintain and develop the child's first language.

Design Implications

Context

Requirements

• Bilingual programs must provide comprehensible input in the weaker language, maintain subject matter, and maintain and develop the child's first language

Constraints

• The packet states not all teaching methods provide comprehensible input, naming grammar-translation and audio-lingual methods as failing to do so

Target Learners

• bilingual education teachers and program designers

Target Learning Objectives

• second language acquisition through comprehensible input

Claims

• A 1982 bilingual-education teacher-training packet asserts, citing Krashen, that repetitive drill and grammar-focused instruction are ineffective for second language acquisition [+W]

Related Theories

• Horning's theory: for basic writers, academic written English is a second language
• Krashen's Monitor Model: five hypotheses distinguishing subconscious acquisition from conscious language learning
• The developmental interdependence hypothesis: L2 competence depends partly on L1 competence at the onset of intensive L2 exposure
• Canale and Swain's integrative framework of communicative competence: grammatical, sociolinguistic, and discourse components
• Cummins's BICS/CALP distinction: language proficiency divides into basic interpersonal communicative skills and cognitive/academic language proficiency
• Krashen's Monitor Model: acquisition versus learning as separate internal rule systems
• Swain's Comprehensible Output Hypothesis with a circular input-output-intake model
• Similarity account: first and adult second language acquisition are neither wholly identical nor wholly different, but similar
• Comparative framework of three SLA theories (Krashen, Complexity, Socio-cognitive) by philosophy and characteristics
• Krashen's input hypothesis and Monitor Model of second language acquisition — the canonical page for this theory
• The Comprehension Hypothesis: comprehensible input as the crucial ingredient of second language acquisition
• Krashen's five hypotheses (acquisition-learning, natural order, monitor, input, affective filter) serve as the principles for second language acquisition in bilingual programs

Examples

• Adopting a communicative approach requires teachers to take a dual role facilitating both natural acquisition and learning
• Use process writing techniques in natural language settings to develop the push to communicate and facilitate acquisition
• Adjust delivery to students' proficiency so language input is comprehensible during communicative reading activities
• Teacher training packets operationalize communicative competence theory through workshop activities, pre/posttests, and guided discussion rather than expert knowledge alone

Key Sources

• Calderon, Margarita; And Others. (1982). Methods and Techniques for Communicative Competence in Bilingual Education, Packet II. Language Proficiency Acquisition, Assessment, and Communicative Behavior, Series B. Student Edition. Bilingual Education Teacher Training Packets. https://eric.ed.gov/?id=ED226607

Page metadata

Field	Value
type	theory
title	Krashen's five hypotheses of second language acquisition as principles for bilingual program design
description	The packet operationalizes Cummins's and Canale & Swain's theories using Steve Krashen's (1981) five hypotheses: the acquisition-learning hypothesis (two separate processes, acquisition resembling L1 development and l...
status	review
canonical	True
generated	by process:wiki-ingest on 2026-09-25
trust	unverified — no one has confirmed this page's content
sources	1 — calderon-1982

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