> 1)  Acquiring a language is easy for a native speaker. It happens naturally, without direct instruction.
Yes, three-year olds do it, and can often learn two languages at the same time (and keep them separate).

> 2) Achieving high levels of literacy is hard, but for the most part it happens without direct instruction.
Some people are born able and motivated to do this; others not only need direct instruction, but also direct motivation.

> 3) Acquiring the language of Standard English is hard, but for the most part it happens without direct instruction.
Verbal and as a first language is easy.  But written and as a second language is often hard; some people have innate abilities with either or both and others struggle.

> 4)  Learning to read complex texts is hard, but for the most part it happens without direct instruction.
Some people have innate abilities but cannot explain how they know what they know.  Direct instruction helps them as well as those who do not even have innate abilities.

> 5) Learning to write effectively is hard, but for the most part it happens without direct instruction.
Same as #4, and there are many students who THINK they have innate abilities in writing effectively but do not.  It is harder to prove to them that they are not good writers than it is to prove to others that they have difficulty reading complex texts.  Students can be objectively tested to prove that they are missing things in a complex text, but no objective test has been designed to prove to students that their writing is awkward and uninspired. 

> 6) Learning about language is hard. It does not happen without direct instruction.
Very true for most students because those who can do it innately don't often know what it is that they are doing so well.  This is true of all subject areas.  You can be a good comedian and not know why and thus will never be a great one because you can't improve on your innate ability.  Grammar helps mediocre writers become better writers.  

Susan

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