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Topic: Stephen Krashen

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	Stephen Krashen - Wikipedia, the free encyclopedia
		Stephen Krashen, professor emeritus at the University of Southern California, is a highly acclaimed linguist, educational researcher and activist.
		Krashen accepted a position as a Postdoctoral Fellow at the UCLA Neuropsychiatric Institute, then went on to serve as Professor of Linguistics at the CUNY Graduate Center and the Linguistics Department of the University of Southern California.
		Krashen is best known for his work in establishing a general theory of second language acquisition, commonly called the Monitor Theory, as the co-founder (with Tracy Terrell) of the Natural Approach to Second Language Teaching, and as the inventor of Sheltered Instruction.
	en.wikipedia.org /wiki/Stephen_Krashen (953 words)

	[No title] (Site not responding. Last check: 2007-10-17)
		Krashen has his detractors, of course, not the least of whom are American school districts, which have been reluctant to implement his teachings.
		Krashenâs monitor refers to a cognitive mechanism that students of more traditional foreign language classes rely on, much to their detriment.
		Stephen Krashenâs five-point theory of second-language acquisition is widely accepted as the most scientifically sound basis available for a system of genuine bilingual education.
	www.tcnj.edu /~russell2/Krashen.htm (1444 words)

	Stephen Krashen's Theory of Second Language Acquisition (Assimilação Natural - o Construtivismo no Ensino ...
		Stephen Krashen (University of Southern California) is an expert in the field of linguistics, specializing in theories of language acquisition and development.
		Krashen however points out that the implication of the natural order hypothesis is not that a language program syllabus should be based on the order found in the studies.
		Krashen claims that learners with high motivation, self-confidence, a good self-image, and a low level of anxiety are better equipped for success in second language acquisition.
	www.sk.com.br /sk-krash.html (2238 words)

	Krashen Burn
		Indeed, in a videotape of Krashen that was widely seen by Los Angeles teachers being retrained in his bilingual education beliefs, Krashen looks into the camera and admits that until the mid-'70s, he promoted traditional immersion-style teaching, such as explaining the rules clearly and correcting student errors, as well as emphasizing grammar and conversation.
		Although Krashen routinely blames the high levels of English illiteracy in the city's high schools on "newcomer" immigrants or a lack of books, the truth is that few Latino high school students in L.A. are newly arrived, and the vast majority have had years of exposure to schoolbooks.
		Krashen's biggest fibs involve the many studies he cites, including one purporting to show how quickly Finnish children learn Swedish using bilingual methods like California's, in which Krashen claims that keeping Finnish children in their native language for several years promotes later success in Swedish.
	www.angelfire.com /az/english4thechildren/krashen.html (5642 words)

	Krashen and Terrell's "Natural Approach"
		Krashen cites a series of studies by Dulay and Burt which show that a group of Spanish speaking and a group of Chinese speaking children learning English as a second language also exhibited a “natural” order for grammatical morphemes which did not differ between the two groups.
		Krashen would have the teacher think that this was all that is necessary, and it is just a matter of time before the students are able to express themselves freely.
		Krashen simply states that “attitudinal variables relate directly to language acquisition but not language learning.” He cites several studies that examine the link between motivation and self-image, arguing that an “integrative” motivation (the learner want to “be like” the native speakers of a language) is necessary.
	www.stanford.edu /~kenro/LAU/ICLangLit/NaturalApproach.htm (4668 words)

	Explorations in Language Acquisition and Use: The Taipei lectures (Site not responding. Last check: 2007-10-17)
		Stephen Krashen's revolution took root in language classrooms, and overthrew the world of language teaching starting in the 1980's.
		Though I've never caught Krashen claiming that first and second language acquisition are the same, the implication that they are is one of the most damaging misapplications of his theories that persists today.
		Krashen the dogmatic may be miffed that more people don't see the obvious truths behind his hypotheses; looking back at them and the changes they brought, however, it's obvious that there was at least enough truth in them to change the world of teaching forever.
	www-writing.berkeley.edu /TESL-EJ/ej26/r9.html (1173 words)

	University Writing Center
		In fact, for Krashen, because direct teaching of rules and forms is not useful, the main task of a language teacher is to facilitate language acquisition by creating the proper linguistic environment.
		Krashen does admit that conscious learning can be used to modify output to some degree, if the following conditions are met: If the speaker or writer has the time to apply such knowledge, if the situation calls for or triggers a focus on form, and if the speaker or writer has knowledge of the rule.
		Krashen's insistence on the lack of connection between conscious learning and unconscious acquisition has been characterized by Rod Ellis as the "non-interface" position.
	www.calstatela.edu /centers/write_cn/eslwrite.htm (625 words)

	2
		In his theory, Stephen Krashen (1981) proposes the distinction between acquisition and learning of a language, being the most fundamental of all hypotheses, as well as the most renowned one among a number of linguists and language practitioners.
		Stephen Krashen’s theory has become very popular among second language learners and teachers, for it comprises ideas that are easily understandable and applicable.
		Krashen (1982) also claims that by exposure to the input containing ‘i +1’ learners will acquire new structures of that level, which is not necessarily true, e.g.
	www.geocities.com /pan_andrew/sla.htm (9890 words)

	The School Library Media Specialist (Site not responding. Last check: 2007-10-17)
		Krashen says it is well established that those with more access to reading material read more, and thus read better.
		For several years, Stephen Krashen has written comments, letters to editors, journal articles, and commentaries on research about reading and school libraries and posted these to the school library community.
		Krashen also explores research surrounding the role of school and public libraries and the research indicating the necessity of a print-rich environment that provides light reading (comics, teen romances, magazines) as well as the best in literature to assist in educating children to read with understanding and in second language acquisition.
	eduscapes.com /sms/krashen.html (521 words)

	Letter from Stephen Krashen to Education Week (Susan Ohanian Speaks Out)
		The letter by emeritus professor Stephen Krashen that claims (as its headline reads) "Science Supports Whole Language" (March 13, 2002) is typical of the unsatisfactory manner in which supporters of whole-language literacy instruction now deal with this issue.
		Professor Krashen attempts to skirt around that fact by contending that the "core hypothesis" of whole language is that "literacy is developed by understanding texts." In truth, of course, literacy is the ability to understand the meanings in texts intended by their authors.
		Krashen falsely complains that the report of the National Reading Panel did not conclude that students who "read better" also "write better, have larger vocabularies, and have more control over complex grammatical constructions." That has been common knowledge among teachers since long before either whole language or the National Reading Panel.
	www.susanohanian.org /show_letter.php?id=12 (710 words)

	Talk:Language methods - OLPCWiki
		According to Krashen, the acquisition of a language is a natural process; whereas learning a language is a conscious one..
		Krashen also proposed the NATURAL ORDER hypothesis whereby the acquisition of language is in developmental stages..
		Much of Krashen's model has been criticized, for example, the vagueness of the model, or the lack of empirical studies.
	wiki.laptop.org /go/Talk:Language_methods (626 words)

	Internet Archive: Details: Podcast80: Encouraging Reading by Stephen Krashen (Site not responding. Last check: 2007-10-17)
		The development of reading skills is one of the most important goals of education, and Dr. Stephen Krashen of the University of Southern California is one of the foremost experts on this subject in the world.
		This podcast is a recording of Dr. Krashen's third presentation at the 2006 Encyclo-Media Conference, hosted by the Oklahoma Department of Education on 31 August and 1 September 2006 in Oklahoma City.
		Krashen addressed a wide range of issues and questions relating to reading development, focusing on the importance of students having access to text along with safe, comfortable environments where they can spend time reading and getting lost in books.
	www.archive.org /details/WesleyA.FryerPodcast80EncouragingReadingbyStephenKrashen (210 words)

	Language Education Associates - Authors - Stephen D. Krashen
		Stephen Krashen completed his Ph.D. in Linguistics at UCLA (1972), and is currently an Emeritus Professor of Education at the University of Southern California.
		Dr. Krashen is the author of more than 250 articles and books in the fields of bilingual education, neurolinguistics, second language acquisition and literacy.
		Dr. Krashen also holds a fl belt in Tae Kwan Do, and was the winner of the 1978 Venice Beach Open Incline Press Championship.
	www.languagebooks.com /authors/krashen.html (232 words)

	Krashen's Theory of Second Language Acquisition by Vivian Cook
		Gregg (1984, p.94): 'each of Krashen's hypotheses is marked by serious flaws: undefinable or ill-defined terms, unmotivated constructs, lack of empirical content and thus of falsifiability, lack of explanatory power'
		Krashen has not defined his terms with enough precision, the empirical basis of the theory is weak, and the theory is not clear in its predictions)
		Krashen has been politically active on issues of bilingual education.
	homepage.ntlworld.com /vivian.c/SLA/Krashen.htm (903 words)

	Monitor Theory - Wikipedia, the free encyclopedia
		Krashen believes ‘learned competence’ acts as a monitor or editor: that is, whereas ‘acquired competence’ is responsible for the fluent production of sentences, ‘learned competence’ consciously corrects them.
		Krashen says that learners must be exposed to input that is just beyond their current level in order to make progress.
		If only acquired forms can lead to spontaneous speech, as Krashen claims, then it should be impossible for anyone who learns a foreign language in a classroom, and is taught it in their native language, to ever be able to produce spontaneous speech in the target language.
	en.wikipedia.org /wiki/Monitor_Theory (845 words)

	[No title]
		Krashen ridicules me for stating "Krashen and Terrell maintain that language acquisition does not result from grammar drill, repetition of patterns, or from listening to incomprehensible speech, but develops "naturally" through free conversation."
		Krashen mentions in a couple places of his critique that I have cited the 1983 first edition of his book The Natural Approach in a way that implies I was at fault to use such an out-dated edition.
		Has Dr. Krashen not met people, many of them graduates of our high schools, who still say "I no have" or "I been sick?" This could be the result of instruction from teachers who followed Krashen's theories.
	www.extensivereading.net /er/haver.html (2588 words)

	[No title]
		Stephen Krashen's Second Language Acquisition and Second Language Learning gave rise to a debate that has been growing in scale and importance ever since.
		Krashen's second volume, Principles and Practice in Second Language Acquisition, presented for the first time an empirically grounded and coherent theory of second language acquisition drawn from the research and experimentation set out in the author's earlier work.
		In his third book, Stephen Krashen has combined with Tracy Terrell, whose prodigious teaching skill and energy has enthralled gatherings of teachers in Europe and in the USA, to derive from that empirically grounded theory, a new approach to the teaching of second and foreign languages.
	www.labridge.com /education/2.0/books/natural.html (252 words)

	globenc (Site not responding. Last check: 2007-10-17)
		Stephen Krashen is Professor Emeritus of Learning and Instruction at the University of Southern California.
		In the late 1970s, Dr. Krashen began promoting the "natural approach" to language teaching, which he laid out in a landmark text he co-wrote with Tracy Terrell.
		In the past five years, Dr. Krashen has fought to save whole language and bilingual education in the United States and, more recently, has been lobbying for "recreational reading" and better stocked school libraries because of research relating both to higher achievement.
	www.ncsu.edu /eslglobe/archivedsite/archives/vol3_no1/globekrashen.html (200 words)

	LANGUAGE LEARNING article--TPR: Still a Good Idea, by Stephen Krashen
		I had claimed that in Asher (1972) TPR students with 32 hours of exposure did as well as controls who had 150 hours of exposure to German.
		At the intermediate level, extensive pleasure reading (Krashen, 1993) and sheltered subject matter teaching, a form of content-based language teaching (Krashen, 1991) have produced very good results.
		Krashen, S. Principles and practice in second language acquisition.
	www.languageimpact.com /articles/other/krashentpr.htm (988 words)

	ESL MiniConference / May 2002 / Stephen Krashen replies to Robert O'Neill's rebuttal
		This is Stephen Krashen's reply to Robert O'Neill's rebuttal
		Those adults who refuse, give up, etc. have not had this kind of input, even if they have lived in the country where the language was spoken for many years.
		Fromkin, V., Krashen, S., Curtiss, S., Rigler, D. and Rigler, M. The development of language in Genie: A case of language acquisition beyond the critical period.
	www.eslminiconf.net /may/krashenreply.html (747 words)

	V.83 No.10 Pages 748-753/June 2002: Krashen
		Stephen Krashen, "More Smoke and Mirrors: A Critique of the National Reading Panel Report on Fluency," Phi Delta Kappan, October 2001, pp.
		Stephen Krashen, "The National Reading Panel Comparison of Whole Language and Phonics: Ignoring the Crucial Variable in Reading," Talking Points, in press.
		STEPHEN KRASHEN is professor emeritus of education at the University of Southern California, Los Angeles.
	www.pdkintl.org /kappan/k0206kra.htm (3672 words)

	E. L. Easton - Bookstores and Publishers - Teaching Methods
		Krashen, Stephen D. The Natural Approach: Language Acquisition in the Classroom Prentice Hall.
		Krashen, Stephen D. Three Arguments Against Whole Language and Why They Are Wrong Heinemann.
		Krashen, Stephen D. Under Attack: The Case Against Bilingual Education Language Education Assocs.
	eleaston.com /books/methods.html (828 words)

	Bilingual education -- research
		Free voluntary reading can help all components of bilingual education: It is a source of comprehensible input in English, a means for developing knowledge and literacy in the first language, and, as we will see later, a way of continuing first language development.
		In Krashen (1998a) I presented some cases of "language shyness." Subjects confirmed that correction and ridicule discouraged their use of the heritage language.
		Stephen Krashen, Lucy Tse, and Jeff McQuillan, 41-49.
	ourworld.compuserve.com /homepages/JWCRAWFORD/Krashen7.htm (4266 words)

	CMMR: ESSAYS BY KRASHEN (Site not responding. Last check: 2007-10-17)
		Here is Dr. Krashen's response, which includes excerpts from Unz' paper.
		Krashen's analysis is that Taft's "success" is the focus of this article.
		A brief note countering a recent press release from the "English for the Children" campaign which claims that "After 25 years of bilingual education, a quarter of all children in California public school.
	www-rcf.usc.edu /~cmmr/EssayPage_Krashen.html (783 words)

	[No title]
		The empirical support for this claim comes from studies showing that the reading process is similar in different languages, studies showing that the reading development process is similar in different languages, and that correlations between literacy development in the first language and the second language are high, when length of residence is controlled.
		The logic behind this approach was presented in Krashen (1996): With a large number of post-test studies of this kind, randomization is present.
		I concluded (Krashen, 1999) that at the rate these children were progressing, for those starting with no English, after one year fewer than half would be ready for sheltered subject matter instruction in English, and fewer than 20% would be ready for the mainstream in one and a half years.
	ourworld.compuserve.com /homepages/jwcrawford/Krashen3.htm (5404 words)

	Stephen's Web ~ by Stephen Downes ~ (Site not responding. Last check: 2007-10-17)
		[59 hits] [0 cites] Listening to Stephen Krashen call for less technology, more books (thanks to Wes Fryer for capturing that keynote), I came face to face with a truth I had been avoiding.
		Stephen Krashen is a well-respected professional, someone whom I quoted often in my early days in education--before I "got the technology bug"--when I spoke of comprehensible input, i+1, lowering students' affective filter and more.
		It was with shock that I listened to Krashen make the point that we should have less technology, more books.
	www.downes.ca /cgi-bin/page.cgi?link=125565 (427 words)

	Why Bilingual Education? ERIC Digest., Krashen, Stephen
		However, the sample size was small and the duration of the study was short; also, no description of "bilingual education" was provided.
		Willig concluded that the better the experimental design of the study, the more positive were the effects of bilingual education.
		^Stephen Krashen is a professor of education at the University of Southern California.
	ericae.net /ericdb/ED403101.htm (1915 words)

	Bush's Bad Idea for Bilingual Ed - Vol 15 No 4 - Rethinking Schools Online
		In Texas, according to my estimates (Krashen, in press), only about 7 percent of students who started early are still in bilingual education after grade five, and after grade eight practically no early starters are in bilingual programs.
		Enriching the print environment is not the only recommendation one can make in discussing improvement of bilingual education, but it is a great place to begin.
		Stephen Krashen is a professor of education at the Rossier School of Education at the University of Southern California.
	www.rethinkingschools.org /archive/15_04/Bied154.shtml (2090 words)

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