Cultural+Aspects+of+SLA

=Cultural Aspects of SLA =


 * Culture and SLA **

Many different cultures are represented in the adult ESL classroom where I volunteer. There are students from Mexico, Brazil, Japan, Laos, Saudi Arabia, and Iran. With a diverse student population such as this, many cultural factors are present in regards to SLA. These factors include the way in which students think, the way in which students communicate- both verbally and non-verbally, and the way in which students interact. All of these factors must be taken into consideration for successful SLA to take place.

Craig, D.V. (n.d.) //Cultural aspects of SLA: Input, output, interaction, and communication.// Retrieved from [|https://elearn.mtsu.edu/d2l/lms/content/viewer/main_frame.d2l?ou=1933713&tId=1829237]
 * Source:**


 * Input **

Input, in regards to SLA, is the language that a person sees and hears. Some type of input is necessary for second language acquisition to occur. Stephen Krashen's view on SLA includes //comprehensible input//. This type of input is comprised of language that is at a level slightly beyond the current ability level of the learner. According to Krashen, comprehensible input is necessary for the SLA process to progress.

Cortes, K. (2010, February 10). //Krashen’s input hypothesis and comprehensible input: [i +1]//. Retrieved from [|http://www.mangolanguages.com/blog/language-theory /krashen%E2%80%99s-input-hypothesis-and-comprehensible-input-i-1/]
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Make sure to include listening activities that include authentic material that is relevant to your learners!
 * A quick tip! **

For more about listening skills and the adult ELL, click on the link below. []


 * Output **

Output is the language created by the learner either verbally or non-verbally. Comprehensible output is when an ELL practices English with an English-speaking peer. This practice plays a highly integral part in the SLA process, with some believing that is is almost as important as input because it pushes the learner's knowledge of English. Opportunities for comprehensible output should be plentiful and involve meaningful interactions.

Gass, S.M., & Selinker, L. (2008). Second language acquisition: An introductory course. New York: Routledge.
 * Sources:**

Haynes, J. (n.d.). //Comprehensible input and output//. Retrieved from []

**A quick tip!** Provide many opportunities for verbal output. An example is to allow the students to report about something that they read that they particularly enjoyed; you'll be addressing literacy and output in one activity!

For a great article about speaking in the adult ESL classroom, check out the following link! []


 * Role of Interaction **

Meaningful interaction between language learners and between learner and teacher is an integral part of the SLA process. The act of communicating in the target language pushes the learner and promotes SLA. Negotiation of meaning, recasts, and feedback are all components of interaction that must be addressed.

Gass, S.M., & Selinker, L. (2008). Second language acquisition: An introductory course. New York: Routledge.
 * Source:**

Practice dialogues between students that involve scripted questions with unscripted answers are an excellent way to incorporate interaction into the classroom.
 * A quick tip! **

For a look at a sample dialogue activity, click on the following. []


 * Comprehension **

Comprehension of the target language must be achieved for SLA to be successful. A learner must be able to understand what is being said in the target language and respond in a manner which demonstrates comprehension. The learners must also be able to read and understand what is written in the target language and to write in a manner which demonstrates comprehension.

Gass, S.M., & Selinker, L. (2008). Second language acquisition: An introductory course. New York: Routledge.
 * Source:**

To ensure comprehension during a verbal activity, make sure to incorporate comprehension quick checks in the form of questions.
 * A quick tip! **

Read this brief article for tips about checking for understanding during a verbal lesson. []



**Contact Me!** Robbin Meric Graduate Student at Middle Tennessee State University in Curriculum and Instruction with a Concentration in ESL Volunteer at the Rutherford County Adult Education Center's ESL class Email me at: rmericesl@gmail.com