There IS one difference between babies and adults. As adults we have the ability to overthink and interfere with the natural language acquisition process. Let's fight that by creating really engaging experiences in the target language!
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Yes...but these same mad overthinking skillz also help learners get clarification for input. One of the reasons why adults are much efficient acquirers of language than kids.
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For classroom teachers, I think the question is “how can I maximize acquisition in the ~100 hours a year I have” and thus if metalinguistic thinking boosts acquisition or makes it more efficient, what is the proper admixture of input and metalinguistic training?
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