Cultural+Aspects+of+SLA


 * Cultural Aspects of ESL Students in Humphreys County Schools:**



"Clip art licensed from the Clip Art Gallery on DiscoverySchool.com" []

There are 14 ESL students in the Humphreys County School District. All of these students except for one are of a Hispanic background. Most of these children speak some, mostly, or all Spanish within the home. In general, these students do not have a difficult time learning the English language. However, some of the Spanish-speaking children have a challenging time reading and producing the letters //H// and //V.// This is because there is not a //V// in Spanish, and the //H// in Spanish is silent. Other students tend to switch words around when asking questions. For example, one student may ask, "What this means?" However, since the Spanish reading and writing system is similar to English, I do not have any trouble with students learning the directionality of reading or writing.

**Comprehensible Input** is when teachers provide information in a manner that is slightly more challenging than a student's current language level. Students need to be challenged in order to acquire L2, but the lessons do not need to be too difficult, or it will be overwhelming for the student. However, students will not be motivated to continue to learn something that is too easy for them. The following website gives information on Stephen Krashen who discovered the Input-Output theory.

**Classroom Tip:**
 * Utilize pictures
 * Graphic organizers
 * Board games
 * Computers or Smart board (if available)

**Resource:** Schutz, R. (2007). //Stephen Krashen’s Theory of Second Language Acquisition//. Retrieved from []

If second language learners do not try to experiment with output, they would have a difficult time communicating with those who speak the target language. The following website gives further information on input and output.
 * Comprehensible Output ** is when a student conveys a message in an understandable manner in L2. Comprehensible output can be generated in speech or writing. Output is important to SLA because when a student begins speaking or writing in L2, it shows that they are confident enough to explore the language. Output also helps students transfer from semantic processing to syntactic processing.

**Classroom Tip:**
 * Give students 2-5 minutes at the beginning or end of class to talk about any desired topic.
 * Allow students to ask questions.
 * Play board games with students.
 * Incorporate songs or chants into the lessons.

**Resource:** Haynes, J. (1995). //Comprehensible Input and Output.// Retrieved from [|http://www.everythingesl.net/inservices/comprehensible_input_output_70140.php]



"Clip art licensed from the Clip Art Gallery on DiscoverySchool.com" []

**Role of Interaction:** Interaction provides an avenue for second language learners to practice the targeted language in a practical manner. Interaction also assists students in developing grammar skills in L2. The following website provides an article for further information on interaction with ESL students.

**Tips for Teachers:**
 * Allow students to play board games.
 * Play charades or have spelling bees.
 * Utilize hands-on activities.

**Resource:** Bishop, P.E. (2000). //Classroom interaction.// Retrieved from []

**Comprehension:** Comprehension plays a huge role in SLA. Input, output, and interaction help students comprehend the language. If a teacher does not provide information in a comprehensible manner (input) the student will not gain the knowledge they need to understand the grammar of L2, or speak the language. If children do not practice speaking or writing the language (output), they may have a difficult time acquiring the language. If a child does not apply L2 in a practical manner (interaction) and learn to communicate with native speakers, they may have a challenging time learning how to speak the language. Therefore, input, output, and interaction are vital for comprehension of a language. The following website leads to a journal that explains more of the role of comprehension to SLA.

**Tips for Teachers**
 * Periodically assess students with formative and summative tests to check comprehension of the language.
 * Utilize books to practice comprehension.
 * Incorporate vocabulary into lessons.

**Resource:** Pulido, D. (2004). The relationship between text comprehension and second language incidental vocabulary Acquisition: a matter of topic familiarity? //E-journal of Washington State University//. Retrieved from [|https://www.msu.edu/~pulidod/pulido2.pdf]




 * Contact Information: **
 * **Elena E. Heath**
 * **Humphreys County ESL Coordinator**
 * heathe@hcss.org