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This section seeks to introduce basic primary education learning theory and apply that to produce effective teaching methodology. The premise is built on language learning theory, and general stages of learning. It seems that this course follows constructivism with influences of cognitive developmentalism. The weak points of this section are that in the field of psycholinguistics, which has a central desire to describe how people develop L1 and L2, there is a clear difference between "acquiring" and "learning" language. This section seems to use the two indiscriminately, but they are different. According to psycholinguistics, L1 is acquired in the sense that there is no syllabus, no teacher, no curriculum, no pedagogy or methodology or requirement to be familiar with an educational system and environment to attain the language skills. Whereas L2 is always learned, mostly from the fact that there is already a schema, a world view, or a culture created by L1 that will influence the retention of L2 and that modern society commonly relies on educational systems to teach L2 so that there is a methodology, pedagogy, and structure that the student will need to be familiar with in order to be able to attain language skills. The other area that is inaccurate in comparison to modern psycholinguistic research is the statement that in acquiring L1, the first skill to develop is speaking. Occam's Razor and common sense would say that if the learner hasn't heard the language first, they couldn't reproduce in speech of the language in question. How would anyone be able to speak first what they haven't learned to listen to? That would be an accomplishment indeed! Recognition of a language's sounds is the first step in language acquisition and language learning, listening is crucially the first skill that must be developed for accurate language retention.
