REET Level 1 study notes
Second-Language Acquisition for REET Level 1 English — Krashen, Cummins, LSRW and Mother-Tongue Scaffolding
Second-language acquisition in REET Level 1 English explains how a child whose home language is Hindi or another language gradually builds English in Classes I to V. Krashen's input hypothesis says that the child acquires language through comprehensible input one step beyond the current level, or `i + 1`, supported by pictures, gestures and context. Cummins's BICS-CALP distinction shows that social English may develop in about two years, while academic English can take five to seven years. NCF 2005 expects low-anxiety classrooms, gentle correction, integrated LSRW, oral emphasis in Classes I-II, and purposeful mother-tongue scaffolding in the early stages.
Key points
- Krashen's input hypothesis: language is acquired through comprehensible input one step beyond the learner's level (i plus 1).
- Cummins's BICS-CALP distinction: social English develops in about two years; academic English may take five to seven years.
- Affective filter must stay low: a warm climate, gentle correction and group work all help primary English acquisition.
- Mother tongue is a scaffold in early stages, not a permanent translation tool; the home language is a resource per NCF 2005.
- LSRW are integrated within each lesson; oral skills are foregrounded for Classes 1 to 2 and balanced from Classes 3 to 5.
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Second-language acquisition in REET Level 1 English explains how a child whose home language is Hindi or another language gradually builds English in Classes I to V. Krashen's input hypothesis says that the child acquires language through comprehensible input one step beyond the current level, or `i + 1`, supported by pictures, gestures and context. Cummins's BICS-CALP distinction shows that social English may develop in...