Myths and Misconceptions about SLA: What Every Teacher Needs to Unlearn
In the field of second language acquisition research and that of foreign language teaching, there are some misconceptions. Barry McLaughlin provided a discussion on those myths and misconcpetions in an Educational Practice Report.
By discussing commonly held myths and misconceptions, the paper attempts to clarify a number of important issues in the area of second language learning. These include the ease and rapidity with which children learn a second language, the optimal age at which to begin second language instruction, the importance of the extent of exposure to the second language, the relationship between oral communication skills and academic language skills, and cultural and individual differences in language learning styles.
Each myth presented in the paper is followed by a discussion of related research on second language learning and its implications for classroom teachers. It is important for the teachers of language minority students to understand that second language learning by school-aged children is a longer, harder, more complex process than most of them have been led to believe.

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