Input+and+Output

=Cultural Aspects of SLA: Input, Output and Communication = =Culture plays a major role in every aspect of the language acquisition process. This page focuses on the different stages of language acquisition and how cultural aspects of the native language can impact the language process. =

=• **Cultural Aspects** - A.Z. Kelley Elementary has a very culturally and linguistically diverse population of students. There a several languages represented at our school. With all of the languages spoken at our school, there are even more cultures represented. The major languages represented are: =

Each of these languages comes with its own specific challenges. Some are listed below.
 **Spanish** – While Spanish uses the same alphabet as English (with a few extra letters) and is read from left to right and top to bottom, there is a bit of a difference in word order. In Spanish, adjectives are placed //after// the nouns they modify. In English, adjectives come before the nouns they modify.

 **Arabic** – Arabic uses an entirely different form of writing, which goes from right to left across the page. Arabic speaking students must face the challenge of learning a new alphabet and reading in a way that seems backwards to them.

 **Vietnamese** – Vietnamese is closely related to Chinese in the spoken form. However, the written form of Vietnamese uses nearly the same alphabet as English and is written from left to right, top to bottom.

 **Lao** – Using a different writing system than English, Lao students may face specific problem when it comes to spacing words because in Lao, they are no spaces between words.

 **Japanese** – Japanese students will face the challenge of learning a new writing system, but also have difficulty because Japanese is written top to bottom, right to left.

===Classroom Tip – do a little research on the languages your students speak. While you may not know how to speak it or write it, you can learn lots of things that could help explain some of the issues your students are having in the classroom! ===

= = =• **Input** - In the ESL classroom, “Input” is any and all information a student comes into contact with (spoken or written) that is recognized as containing new information about language. After the student receives input, there are several internal stages that lead to several different outcomes as far as retention or application goes. The first evidence can be seen in the next stage of “Output”. = ===Classroom Tip – While it is impossible to control everything a student hears, try your best to ensure that your students hear only good examples of the target language. ===

= = = = =• **Output** - Output is considered to be anything that the student produces. It can be written or spoken. Output is a perfect place for students to “try out” the input they have received. Output is the first place a teacher can check for comprehension. How you react, as a teacher, is important as far as comprehension is concerned and comes into play very heavily in the next stage, “Interaction”. = ===<span style="color: #0000ff; font-family: 'Comic Sans MS',cursive; text-align: left;">Classroom Tip – The production of output can be a very nerve-wracking process for language learners. It is important to create an environment that promotes, supports and encourages the production of output in order to give your students the best chance for success. ===

=<span style="color: #000080; font-family: 'Comic Sans MS',cursive; text-align: left;"><span style="color: #ff0000; font-family: 'Comic Sans MS',cursive;">• **Role of Interaction** - Interaction is the process of “output” and feedback combined. As the student begins trying things out, they will receive more information that can help to confirm the accuracy of what they have learned. As a teacher, it is very important to make sure that interactions are appropriate for language learning. During this stage, students will feel encouraged or discouraged. The feedback provided should not only be supportive, but should be clear and direct. It should also encourage continued appropriate production and integration of the language construct being acquired. = ===<span style="color: #0000ff; display: block; font-family: 'Comic Sans MS',cursive; text-align: left;">Classroom Tip – Pay careful attention to what you say and how you say it. You don’t want to discourage a student due to the tone of your voice. Students will make mistakes and can be very frustrated with themselves, try not to add to their frustration. ===

=<span style="color: #000080; display: block; font-family: 'Comic Sans MS',cursive; text-align: left;"> <span style="color: #ff0000; font-family: 'Comic Sans MS',cursive;">• **Comprehension** - When all of these factors combine, a student is essentially immersed in a language laboratory situation where they are allowed to successfully integrate new language aspects into their language toolbox. The absence of any one of these factors makes it incredibly difficult to find success with a new language. =

===<span style="color: #0000ff; display: block; font-family: 'Comic Sans MS',cursive; text-align: left;"> Classroom Tip – Remember the importance of the classroom is a place for students to try things out. Creating an environment where students feel free to make mistakes is absolutely necessary to give your students the greatest chance for success. ===