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Stephen D. Krashen (born May 14, 1941) is an American linguist, educational researcher and activist, who is Emeritus Professor of Education at the University of Southern California .[1] linguistics department to the faculty of the School of Education in 1994.
Stephen Krashen received a Ph.D. in Linguistics from the University of California, Los Angeles in 1972.[2] second-language acquisition , bilingual education , and reading.[3] acquisition-learning hypothesis , the input hypothesis , the monitor hypothesis , the affective filter , and the natural order hypothesis .[4] free voluntary reading language education , first and second."[5]
1985: co-winner of the Pimsleur Award, given by the American Council of Foreign Language Teachers for the best published article
1986: his paper "Lateralisation, language learning and the critical period" was selected as Citation Class by Current Contents
1993: the Distinguished Presentation related to School Library Media Centers, was awarded to by editors of the School Library Media Annual
1982: winner of the Mildenberger Award, given for his book, Second Language Acquisition and Second Language Learning (Prentice-Hall)
2005: Krashen was inducted into the International Reading Association 's Reading Hall of Fame.
2005: elected at the National Association for Bilingual Education Executive Board.
Educational policy activism [ edit ]
As education policy in Krashen's home state of California became increasingly hostile to bilingualism , he responded with research critical of the new policies, public speaking engagements, and with letters written to newspaper editors. During the campaign to enact an anti-bilingual education law in California in 1998, known as Proposition 227 , Krashen campaigned aggressively in public forums, media talk shows, and conducted numerous interviews with journalists writing on the subject. After other anti-bilingual education campaigns and attempts to enact regressive language education policies surfaced around the country, by 2006 it was estimated that Krashen had submitted well over 1,000 letters to editors.
Krashen has been an advocate for a more activist role by researchers in combating what he considers the public's misconceptions about bilingual education. Addressing the question of how to explain public opposition to bilingual education, Krashen queried, "Is it due to a stubborn disinformation campaign on the part of newspapers and other news media to deliberately destroy bilingual education? Or is it due to the failure of the profession to present its side of the story to reporters? There is a great deal of anecdotal evidence in support of the latter." Continuing, Krashen wrote, "Without a serious, dedicated and organized campaign to explain and defend bilingual education at the national level, in a very short time we will have nothing left to defend."[6]
Writing [ edit ]
Krashen, Stephen D. (1981). Second Language Acquisition and Second Language Learning (PDF) . Oxford: Pergamon. Archived (PDF) from the original on 2022-10-09.
Krashen, Stephen D. (1982). Principles and Practice in Second Language Acquisition (PDF) . Oxford: Pergamon. Archived (PDF) from the original on 2022-10-09.
Krashen, Stephen D.; Terrell, Tracy D. (1983). The natural approach: Language acquisition in the classroom (PDF) . New York: Prentice-Hall. Archived (PDF) from the original on 2022-10-09.
Krashen, Stephen D. (1985), The Input Hypothesis: Issues and Implications , New York: Longman
Krashen, Stephen D. (1989), "We Acquire Vocabulary and Spelling by Reading: Additional Evidence for the Input Hypothesis" (PDF) , The Modern Language Journal , 73 4 ): 440–464, doi :10.1111/j.1540-4781.1989.tb05325.x , archived (PDF) from the original on 2022-10-09
Krashen, Stephen D. (1996), "The case for narrow listening" (PDF) , System , 24 1 ): 97–100, doi :10.1016/0346-251X(95 )00054-N , archived (PDF) from the original on 2022-10-09
Mason, Beniko; Krashen, Stephen D. (1997), "Extensive reading in English as a foreign language", System , 25 1 ): 91–102, CiteSeerX 10.1.1.523.2747 doi :10.1016/S0346-251X(96 )00063-2
Krashen, Stephen D. (2002), "The Comprehension Hypothesis and its Rivals" (PDF) , Selected papers from the Eleventh International Symposium on English Teaching/Fourth Pan-Asian Conference , Taipei: Crane Publishing Company, pp. 395–404, archived (PDF) from the original on 2022-10-09
Krashen, Stephen D. (2003), Explorations in Language Acquisition and Use (PDF) , Portsmouth: NH: Heinemann., archived (PDF) from the original on 2022-10-09
McQuillan, Jeff; Krashen, Stephen D. (2008), "Commentary: Can free reading take you all the way? A response to Cobb (2007)" , Language Learning & Technology , 6 27 ): 104–109
Jarvis, Huw; Krashen, Stephen D. (2014), "Is CALL obsolete? Language Acquisition and Language Learning Revisited in a Digital Age" , Tesl-Ej , 17 4 ): 1–6, ISSN 1072-4303
Krashen, Stephen D. (2014). The Common Core: Ignoring Education's Real Problems (PDF) . skrashen.blogspot.com: Talking Points 28 (1 ): 26-28, 2014.). Archived (PDF) from the original on 2022-10-09.
References [ edit ]
^ "2005 NABE Executive Board Election, Regional Representatives, West Region —Candidates' Statements & Biographies (PDF)" (PDF) . National Association for Bilingual Education. Archived from the original (PDF) on 2005-05-25.
^ Krashen, S. (2003) Explorations in Language Acquisition and Use . Portsmouth: Heimemann.
^ "Achievement Profile: Stephen Krashen" . Scott, R.
^ Krashen, Stephen D. "Evidence Suggesting That Public Opinion Is Becoming More Negative: A Discussion of the Reasons, and What We Can Do About It" . James Crawford's Language Policy Web Site .
External links [ edit ]
International
National
Other
R e t r i e v e d f r o m " https://en.wikipedia.org/w/index.php?title=Stephen_Krashen&oldid=1217842101 " C a t e g o r i e s : ● 1 9 4 1 b i r t h s ● L i n g u i s t s f r o m t h e U n i t e d S t a t e s ● P e o p l e f r o m C h i c a g o ● A m e r i c a n e d u c a t i o n a l t h e o r i s t s ● A m e r i c a n e d u c a t i o n a l p s y c h o l o g i s t s ● U n i v e r s i t y o f S o u t h e r n C a l i f o r n i a f a c u l t y ● L i v i n g p e o p l e ● B i l i n g u a l i s m a n d s e c o n d - l a n g u a g e a c q u i s i t i o n r e s e a r c h e r s H i d d e n c a t e g o r i e s : ● A r t i c l e s w i t h s h o r t d e s c r i p t i o n ● S h o r t d e s c r i p t i o n m a t c h e s W i k i d a t a ● A r t i c l e s w i t h h C a r d s ● B L P a r t i c l e s l a c k i n g s o u r c e s f r o m S e p t e m b e r 2 0 1 9 ● A l l B L P a r t i c l e s l a c k i n g s o u r c e s ● A r t i c l e s w i t h F A S T i d e n t i f i e r s ● A r t i c l e s w i t h I S N I i d e n t i f i e r s ● A r t i c l e s w i t h V I A F i d e n t i f i e r s ● A r t i c l e s w i t h W o r l d C a t E n t i t i e s i d e n t i f i e r s ● A r t i c l e s w i t h B N F i d e n t i f i e r s ● A r t i c l e s w i t h B N F d a t a i d e n t i f i e r s ● A r t i c l e s w i t h G N D i d e n t i f i e r s ● A r t i c l e s w i t h J 9 U i d e n t i f i e r s ● A r t i c l e s w i t h L C C N i d e n t i f i e r s ● A r t i c l e s w i t h N K C i d e n t i f i e r s ● A r t i c l e s w i t h N L K i d e n t i f i e r s ● A r t i c l e s w i t h N T A i d e n t i f i e r s ● A r t i c l e s w i t h S U D O C i d e n t i f i e r s
● T h i s p a g e w a s l a s t e d i t e d o n 8 A p r i l 2 0 2 4 , a t 0 5 : 4 0 ( U T C ) . ● T e x t i s a v a i l a b l e u n d e r t h e C r e a t i v e C o m m o n s A t t r i b u t i o n - S h a r e A l i k e L i c e n s e 4 . 0 ;
a d d i t i o n a l t e r m s m a y a p p l y . B y u s i n g t h i s s i t e , y o u a g r e e t o t h e T e r m s o f U s e a n d P r i v a c y P o l i c y . W i k i p e d i a ® i s a r e g i s t e r e d t r a d e m a r k o f t h e W i k i m e d i a F o u n d a t i o n , I n c . , a n o n - p r o f i t o r g a n i z a t i o n . ● P r i v a c y p o l i c y ● A b o u t W i k i p e d i a ● D i s c l a i m e r s ● C o n t a c t W i k i p e d i a ● C o d e o f C o n d u c t ● D e v e l o p e r s ● S t a t i s t i c s ● C o o k i e s t a t e m e n t ● M o b i l e v i e w
