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Output Strategies for English‐Language Learners: Theory to Practice
Author(s) -
Anthony Angela R. Beckman
Publication year - 2008
Publication title -
the reading teacher
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.642
H-Index - 50
eISSN - 1936-2714
pISSN - 0034-0561
DOI - 10.1598/rt.61.6.4
Subject(s) - ell , mathematics education , comprehension approach , process (computing) , language acquisition , psychology , literacy , second language acquisition , language assessment , second language attrition , production (economics) , computer science , linguistics , teaching method , language education , pedagogy , vocabulary development , philosophy , economics , macroeconomics , operating system
Language production, or output, is not simply a product to demonstrate learning but part of the learning process. The output hypothesis, a theoretical model of second‐language acquisition, proposes that second‐language learners must produce the language they are learning in order to obtain a level of proficiency similar to that of native speakers. The purpose of this article is to apply the principles of the output hypothesis to language and literacy instruction for English‐language learners (ELLs). A brief review of literature related to the input and output hypotheses is presented and is followed by application of the output theory to several common classroom practices. Emphasis is placed on the importance of moving beyond providing input for ELLs and intentionally targeting children's language production. Hypothetical examples of teacher talk and teaching strategies that encourage output are provided.