ACTFL Conference
ACTFL Conference 11/2025 Language Learning vs. Acquisition
Professional Development Reflection: Applying Krashen’s Theory of Language Acquisition
In the first session I attended, the presenter reviewed Krashen’s theories of acquisition, which I will summarize here: Language acquisition happens unconsciously when learners focus on meaningful messages. In contrast, language learning is a conscious, rule-based process that often leads to short-term memorization. Because only acquired language leads to true fluency, effective instruction prioritizes comprehensible input over heavy grammar practice.
This distinction came to life during several conference presentations I attended that focused on Krashen’s theories. In one session, I participated in a Russian lesson that was entirely built around comprehensible input and TPRS strategies. I felt nervous at first when the presenter explained that we would be acting as students—I thought, “I don’t speak any Russian; this is going to be difficult.” But that was precisely her point. She intentionally chose a language none of us knew to show how much learners can understand when meaning is supported with pictures, gestures, repetition, and purposeful translation. Within minutes, I was able to answer questions in Russian about what I liked and disliked simply because the meaning was clear. We even played a game called marcador, racing to grab a marker whenever we heard a target word—an activity I enjoyed so much that I brought it back to my own classroom right away.
Another session focused on the role of reading in language acquisition and the importance of selecting texts that are truly at students’ level. The presenter emphasized that reading should feel accessible, enjoyable, and comprehensible—not frustrating. We practiced crafting questions that stayed within students’ linguistic reach so comprehension, not decoding, remained the central task. This session reinforced my desire to build more dedicated reading time into the Spanish classroom and to thoughtfully select leveled texts that allow students to acquire vocabulary and structures naturally through repeated, meaningful exposure.
Across all sessions, three principles emerged: the power of comprehensible input, the importance of lowering the affective filter, and the need to prioritize acquisition over explicit rule-teaching. I reflected on how these ideas already appear in my Spanish classes—through storytelling, visuals, games, and context-rich activities. I was especially reminded that students acquire language most effectively when they understand what they hear or read and when they feel emotionally safe taking risks. Creating a low-stress environment, celebrating small successes, and offering meaningful communicative tasks all support this growth.
This professional development experience strengthened my commitment to designing lessons that center on acquisition. Moving forward, I plan to increase structured reading time, incorporate more scaffolded input, and continue selecting authentic and visual supports that keep messages clear. These strategies align with Krashen’s research and help create a classroom where students can enjoy the process of learning Spanish while acquiring language naturally, confidently, and effectively.