Assessment: Tips for Students/Teacher Directions Preschool English language learners (ELLs) and regular English language learners fit into the theory of Krashen on second language acquisition in several ways. First, it focuses on essential interaction rather than education through rules and review of errors in inherited language. Second, the teacher must establish information that is understandable to preschool ELL students using effective strategies and methods. Third, ELL kindergarten students must feel comfortable and motivated for language acquisition to occur. This is the time when ELL kindergarten students are aware of the efforts that are typically made on the topic being discussed and the medium (“Why Learn a Second Language,” n.d.). Interactionist theory in second language acquisition supports preschool ELL students to assimilate the grammar of a second language as it pertains and involves, focusing on what is meant and communication in personal interactions. Therefore, this theory associates the interaction between mental knowledge and verbal stance of ELL students (Beller, 2008). This essay is based on 4- and 5-year-old preschool ELL students. The 4-year-old is an ethnic Bosnian male and the 5-year-old is an ethnic Latino male. However, the learning center is based on a child-centered approach with the teacher occasionally working with a small group of ELL preschool students and English-speaking regular preschool students. This essay will also compare and contrast the major theories of language acquisition which are Krashen's second language acquisition theory and interactionist theory. Therefore, both theories will focus on the Montessori approach in which the Protected Instruction Observation Protocol...... in the center of the paper ...... the students when they did not identify the letter of the alphabet that she pointed to on the right, however, if the preschool child was unable to identify a letter of the alphabet, he was unable to advance towards the play area to join the other students. However, in contrast to the interactionist theory with observed lessons is the fact that in the case of the 4-year-old Bosnian preschool student there is no native speaker of his native language who can communicate with him in the classroom environment. He still manages to underline what he needs to communicate even if speaking in English is confusing. Another way that interactionist theory contrasts with observed lessons is that the mentor teacher pressures ELL preschool students and English-speaking preschool students regularly into rehearsing days of the week and testing children in preschool age to identify the letters of the alphabet.