Noticing

1. Do adults and children learn an L2 in the same why?
Certainly not. when adults learn an L2, they already know an L1; therefore, they can apply some of the knowledge about the L1 into the L2. For example, they know that there is a formal an informal language, that there are some cues you use to start a conversation or to end a conversation, etc.

2. Can we teach a language or can we learn a language?
Well, I think this question is rooted in Krashen´s belief of learning. I think that a person can acquire an L1, but can learn an L2. the idea would be to acquire an L2 as well, yet the problem is that most of the times the L2 is learned in a non-native environment; consequently, people are not "immersed" in the culture of the language.

3. How is your language to be learned sequenced in your current teaching context or place of work?
English is taught in terms of unit of meaning. I mean, students are taught a unit of reading with focus on some literary elements. After that, grammar is worked explicitly (conditionals, for example), but always linked to the unit of reading. In this sense, the examples given are from the text the students have read. With the little ones, teachers teach them "My body", "My family", etc.

4. What, if anything, can we learn from looking at past methodologies?
I think we can learn a lot from past methodologies. First, we can know what "not to do" in specific contexts. But also, I think we can learn there were multiple methods that fitted specific contexts. In the end, we can see nowadays that there is not such a thing as the "pure" method. Every method has been influenced by other methods which create a kind of "hybrid".