NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ787652
Record Type: Journal
Publication Date: 2008-Mar
Pages: 11
Abstractor: Author
Reference Count: 38
ISBN: N/A
ISSN: ISSN-0034-0561
Output Strategies for English-Language Learners: Theory to Practice
Anthony, Angela R. Beckman
Reading Teacher, v61 n6 p472-482 Mar 2008
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. (Contains 5 figures.)
International Reading Association. 800 Barksdale Road, P.O. Box 8139, Newark, DE 19714-8139. Tel: 800-336-7323; Fax: 302-731-1057; e-mail: customerservice@reading.org; Web site: http://www.reading.org/publications/index.html
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A