Which theorist does transitional education align with?

Transitional education aligns with the theories of Stephen Krashen, who is well-known for his work on second language acquisition and the importance of comprehensible input in language learning. Krashen's Input Hypothesis suggests that language learners acquire language most effectively when they are exposed to language that is slightly above their current proficiency level, often referred to as "i+1". This concept is vital in transitional education, where students are guided from their native language to a new language, facilitating their comprehension and use of the new language in a meaningful context.

In transitional education, the focus is on helping students make connections between their home language and the target language, promoting understanding and the gradual transition to full proficiency in the new language. By incorporating comprehensible input and building on students' existing knowledge, Krashen's theories support effective practices in transitional education.

The other theorists—Vygotsky, Pavlov, and Skinner—have contributed significantly to understanding language development and learning but do not specifically align with the framework and goals of transitional education in the same way that Krashen’s theories do. Vygotsky's emphasis on social interaction and cultural context, Pavlov's focus on classical conditioning, and Skinner's behavioral approaches through reinforcement are less applicable to the