Freeman chapter two

Again, this is a review for me, but I confess that I have to re-look up terms like behaviorism and constructivism from time to time. The main tension that seems apparent is that some schools tend to stress teaching grammatical forms that forms habits (Krashen). The sociolinguistic approach seems to see language learning as more embedded social context, and that thought and speech are intertwined. This divide in language instruction seems to even exist in my TESL coursework at times, as some instructors stress formal grammar knowledge and other advocate a ‘meaning and context’ approach, if that makes sense. I noticed than some of my classmates who have learned another language did not find the learning of structures to be particularly helpful. I do agree, but would like to add that when I learned French academically, all those structures came into real use when I went to the country. In other words, some of the drilling did embed itself in my mind and became automatic for social/communicative purposes. The chapter mainly appears to discuss whether language is learned or acquired; I have never been able to take a firm position on this because it really seems to be a little of both.