In the second part of this chapter, the role of the right hemisphere in language acquisition is discussed. Psychological and neurological evidence is presented in support of the hypothesis that there is an early stage in second language acquisition (not learning) that involves the right side of the brain. Since it may be the case that early first language acquisition also involves some right hemisphere participation, confirmation of such a hypothesis would strengthen the parallel between first and second language acquisition.

Routines and Patterns

Chapter 7 originally appeared in Language Learning and was coauthored with Robin Scarcella.

Routines and patterns are "memorized language". Routines are whole sentences or phrases, such as How are you?, and patterns are sentence frames with open slots, such as That's a ------. A performer can use routines and patterns without learned or acquired knowledge of its internal parts. This chapter presents evidence to support the hypothesis that routines and patterns are fundamentally different from both acquired and learned language, and they do not "turn into" acquired or learned language directly. This evidence is drawn from neurolinguistic research, and studies in child first, child second, and adult language acquisition. Routines and patterns may be quite helpful, however, in establishing and maintaining social relations, and managing conversations, as Fillmore's work points out.

Theory to Practice

Chapter 8 deals directly with application to the second language classroom. It focuses, first of all, on the important question of how we acquire, concluding that comprehensible input is the crucial and necessary ingredient. This hypothesis, the "Input Hypothesis", is discussed in more detail in Chapter 9. I then discuss what sorts of activities provide comprehensible input, input language in which the focus is on the message and not the form.

This chapter is optimistic with respect to the role and value of the classroom in encouraging second language acquisition, suggesting that

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