Anandan conceived the Second Language Acquisition Programme for DPEP, Kerala when he was appointed the state consultant to DPEP for conceiving a suitable programme for improving the quality of learning English in class 4 (in those days English was being taught from class 4 onwards for 2 periods in a week). DPEP had already adapted a holistic approach to language learning in primary classes. As per the mandate of the consultancy, first he had to examine the theoretical postulates of the approach. Second, he had to explore the possibilities of bringing English under the umbrella of the language approach and work out a pedagogic model to be introduced in schools. Third, he had to build up a state resource team for the capacity building of teachers and upscale in both vertically and horizontally.
In his official capacity as the state consultant of DPEP, Anandan conceived the Second Language Acquisition Programme (SLAP) for the beginners in class 4. It was not possible for him to replicate the tryout experience of ACE could not be replicated because there would be only a single teacher in the class. Interaction between two teachers was a rich listening input for the learners. How to manage this with a single teacher was a problem. The cognitive interactionist approach Anandan conceived sought to solve the problem by developing a pedagogic model namely, ‘Second Language Acquisition Programme (SLAP) in conformity with the postulates of whole language philosophy. The materials and the classroom processes developed for SLAP materialized a shift from the skill-based and fragmentary teaching of structures and vocabulary to a holistic approach giving primacy to language acquisition. In the early stages of its launching SLAP faced a lot resistance because it had rejected almost all of the ELT practices. In the place of textbooks SLAP introduced an evolving text book (ETB). It conceived the individual learner as the creator of the textbook. SLAP was in the field for two years. Children who were brought under the programme were able to use English with confidence. The programme was supposed to reach the main stream but for reasons best known to policy makers it did not happen. Disillusioned, he left the project for good in 2000.