THEORIES OF SECOND LANGUAGE TEACHING AND LEARNING IN PRIMARY EDUCATION

Second language usually learned after the saturation development of the first language.Lets review theories done for teaching second language.
Monitor model as was proposed by Krasion . He proposes five hypothesis to explain how language is learnt.
The acquisition /learning hypothesis claimed that acquisition and learning are two distinctive ways of developing competence in second language development. Acquisition is the subconscious process that involves naturalistic develop of language proficiency through understanding language and using language for meaningful interaction. Acquisition focuses on meaning rather than form. Learning is a conscious process in which rules of a language are developed. It is a product of formal instruction in a formal setting. The focus is on form ,the results is ability to monitor or dictect and correct errors. But it doesn't led to acquisition.
The monitor hypothesis learning a language doesn't result in acquisition or fluency ,but is responsible for editing what has been acquired through communication in a naturalistic way. Learning can not help in comprehension but in production.
Natural order hypothesis rules of a language are acquired in a predictable order, some rules tend to come earlier than others.The order isn't determined by formal simplicity it is independent of the order in which rules are learnt in the classroom.
In putting hypothesis speech can't be taught directly . It emerges on its own,if input is understood the necessary grammar is automatical provided.
Affective filter hypothesis,Krasion sees the learner's emotional state as an adjustable filter that freely passes or block inputs necessary to acquisition .
If the filter is up the input is block and doesn't reaches the (LAD) if it is down the input reaches LAD and become acquired.
Constructive analysis founded by Lado (1957)argues that compare the two languages. Areas of similarity are easy to acquire points of difference are likely to be difficult so focus on them.
Interlanguage theory proposes by Selinker .Second language is learned the same way as the first language and errors should be treated the way there are treated in the first language development. Errors should not be treated as annoying ,but as evidence that children is learning. Evidence of the system the children is learning or has learned at a point in the course. Evidence of the learner's progress ,evidence of the strategies the learner is using.
Beinsten deficit theory divided language into restricted codes and elaborated code.A restricted was the one spoken by the lower class. Elaborated code was the formal language spoken by the upper class and middle. The school language was the elaborated code. Thus children from the lower class entered school disadvantaged.
Benstan interpreted that disadvantage as deficiency and therefore defined the pupils as deficient.