Language Acquisition and Instruction
Domain 3, Language Acquisition and Instruction, tests how well you apply second-language acquisition research to planning, target-language use, scaffolding, and differentiation. Expect questions on proficiency levels, comprehensible input, interaction, and instructional models.
Core rules and concepts
- Input and interaction: Krashen’s input hypothesis (i+1) and affective filter; Long’s interaction hypothesis; Swain’s output hypothesis; Schmidt’s noticing hypothesis.
- Scaffolding: Vygotsky’s zone of proximal development; use visuals, gestures, sentence frames, and modeling to make input comprehensible.
- Proficiency-based planning: backward design (Wiggins & McTighe) with essential questions, authentic resources, and Integrated Performance Assessments (interpretive, interpersonal, presentational).
- Target language: aim for sustained use of Spanish, with strategic L1 support for clarification, not for routine translation.
Worked example
A Novice Mid lesson asks students to order food. Reasoning: the task is concrete and predictable, so provide a menu with visuals, model Quisiera…, ¿Me trae…?, and have pairs role-play. Assess with a can-do statement: I can order a meal and ask for the check. Do not begin with a full conjugation chart; meaning and interaction come first, and accuracy grows through feedback.
Traps that cost marks
- Choosing grammar drills before meaningful communication.
- Overusing English because students won’t understand.
- Treating heritage speakers and L2 learners as identical.
- Planning above or below the learners’ proficiency level.
- Confusing a fun activity with a proficiency-building task.