...I've had to learn foreign languages three times in adult life - using teachers in the U.S. and in other countries - and the experiences have often been time-consuming and expensive while being of little help to me. What I heard about Dr. Krashen's ideas struck me as a reflection of my own experiences, and I was anxious to learn more about his work. From what I picked up reading this book and skimming another of his, I'd say he definitely knows what he's talking about.

Get a fast hold on basic grammar and a rudimentary vocabulary; then dive into those situations that you want to be in in your new language. The training in formal grammar can come along later to help tidy up your efforts. And if you want to learn really fast, don't hang out with your fellow English speakers or listen to English language radio or TV.

Send Dr. Krashen to the head of the class.

In a field where much of what is said is politically motivated hot air, Stephen Krashen is a welcome voice of common sense. Dr. Krashen, who holds a PhD in linguistics, has written many scholarly articles and books on all aspects of language learning, from teaching reading and basic literacy skills to second- and foreign-language learning.

"Foreign Language Education - The Easy Way follows in that proud tradition. Dr. Krashen gives a brief, but detailed, overview of theory before going into what a foreign- or second-language program should encompass. Finally, the author goes over issues in foreign language education, that is the conditions classroom teachers are likely to face in real life, such as a lack of opportunity to practice and communicate native speakers.

As in "The Natural Approach," which I recommend as a supplement to this short volume, Dr. Krashen urges teachers of students, elementary through adult, to provide as much exposure to the target language ("Comprehensible Input") as possible, definitely a commonsense and proven approach I plan to use with my elementary-school and adult ESL students in the future.

I should begin by saying that I'm a huge fan of Stephen Krashen. I think this short, excellent overview of what every foreign language classroom should look like should be required reading for every language teacher and language learner.

The book isn't theory intensive but it does provide an overview of Dr. Krashen's provocative perspective on second language acquisition: comprehensible input is supreme; grammar study and even production are quite secondary. Dr. Krashen then applies this theory to the foreign language classroom. I especially enjoyed the discussion concerning teaching language through free reading and sheltered content--advice which is helpful to me both as a language teacher and a language learner.

I await the 500-page volume of the same topic! (Hint, hint, Dr. Krashen.)

As California goes, so goes the country. Stephen Krashen provides an enormously useful tool for helping educators see beyond the the political smoke and mirrors. In a clearly written, well-documented book, Krashen grounds us in what is important in teaching and learning.. letting children read and supporting them in their efforts.

For anyone who wants to understand what is going on in the state of California in regards to reading, this is one book that should be read. Krashen refutes some of the assumptions made by others and does so with clarity of purpose.

Dear Sirs or Madams,

Now I'm studying about internal Processing of Language two Book. The editors are Heidi Dulay, Marina Burt and Stephen Krashen. I can't contact them. I would like to know the answer of study questions as follows:

1. The seven and ten year old of Turkish guestworkers in Munich are enrolled in a German public school. The children's father is working in an automobile plant and their mother keeps house. What would the primary motivation for learning German be : a)For the children? b)For the father? c)For the mother? Can you help me to answer this question and I would like to know which one of primary motivation among Integrative motivation, Instrumental Motivation and Social Group Identification is the most important for each person?

2. Schumann, Holroyd, Campbell and Ward(1978)reported that subject who reported greater depth of hypotizability performed better on a pronunciation test of Thai words, a language previously unknown to them. Can this be related to the operation of the filter the organizer or the monitor? (Subjects heard the Thai words once and then repeated them). Could you please explain that which one of the monitor is the best important for this?

Thank you for your kind attention and I'm looking to hearing from you soon.

Best Regards,

Natchaya

This highly important book clearly documents how people acquire language -- not how we "learn it" in school, but how we really get it. It is still a benchmark in the study of language teaching and learning. In fact, it is quite unfortunate that many of the concepts presented in this book have not been further investigated or documented.

Firstly, I have to say that the reason I bought the book is have more knowledge about teaching the English language. My job is Teaching English, so I was really interested in reading the book, as it has helped me quite a lot as it deals with teaching English in my classes.

the book has been quite useful in that the authors suggest many techniques ,

I first read this book in 1992, as a college text. At the time it was all theory; however, after teaching second languages for seven years, I can now HIGHLY recommend this as a fabulous place to begin an understanding of second language acquisition, and the research thereof. The book is clearly written and understandable, even for individuals who are unfamiliar with SLA lingo. If you are just beginning to teach second languages, you will find many an explanation and resolution for problems and questions encountered in the classroom.

Once again Dr. Krashen takes aim at those who advocate unsound teaching methods. He presents clear logical arguments and well-documented evidence to show that whole language is the only real way to turn children into life-long readers.

I am tired of hearing that bilingual education works. Human nature is such that we all gravitate to the easy road in life. This is the central problem with bilingual education. There is no incentive to put yourself through the humiliation of speaking a foreign language if you have no incentive. I learned to speak English at the age of five (as of yet my parents do not speak it). From the minute I entered grammar school I was placed in a classroom full of English speaking kids. I wanted to play with them and show I was not dumb - so I did the only thing I could, I learned to speak English. (PS - at this point you may say I had wonderfully supportive parents - NEVER HAPPENED, that had nothing to do with my success). I have scored in the 98th and 99th percentiles in my SAT, LSAT, and GMAT English tests. When a grammar expert is needed at my office, I am called upon. I am also not that unusual, just ask the other bilingual kids I went to school with who learned English the same way I did. Stop telling me self esteem is earned by gently guiding kids into a new language - the only thing that gentle guidance teaches kids is that they don't have to put themselves through the trauma of learning. Yes, trauma is terrible, but it is also a wonderful teacher. Only by experiencing that trauma will children ever have true self-esteem. Only then will they earn and enjoy the feeling of accomplishment learning a new language will give them. Only then will they have an opportunity to succeed in America. The premise of this book is ridiculous - why don't these authors ever inteview the children who lived in bilingual worlds, like me? Why is it that all of the children who learn English in bilingual programs say its successful, yet I never meet them at any professional association luncheons, see them running their own companies, call them Doctor or counselor, or find them in anything but low paying difficult jobs? Those jobs are great if they are what you want out of life, not great if they are all you can get out of life and book like these don't seem to point out that children educated in bilingual programs end up there because other opportunities are forecloseded to them. Push them to learn they will, show them they don't have to, they won't.

Dr. Krashen presents a clear, documented analysis of bilingual education, verifying that when it is done right, it is the best way to educate language minority students. He accurately disects the arguments against bilingual education, showing that they are based in misinformation and prejudice. In light of ballot measures in California, Arizona, and across the country that would dismantle effective bilingual education and force all students to sink or swim, this should be required reading for all voters.