Output
Swain (2000) proclaims that in addition to input, output is also essential for learners to learn the target language. Output, according to Swain, is the meaningful production of language and refers to attaching meaning to both oral and written language (p.99). As per Swain’s Output Hypothesis, when obliged to produce output, learners notice what they can and cannot do in the target language. Learners can make hypotheses about how the language works and test these hypotheses with an interlocutor or in writing. She contends that output pushes learners to process language more deeply than input does: “When producing output, learners can ‘stretch’ their interlanguage, or dynamic linguistic system developed by a second language learner, to accomplish their communicative goal” (p. 99).
Swain (2000) asserts that a learner’s production of output serves three functions: First, when students produce output for communication, they notice when they do not have the language to convey the meaning they wish to impart, which pushes them to learn the language they are missing. Second, students test theories that they have made about how the language works through trial and error and in response to feedback. Third, output has a metalinguistic function as students can use the language to reflect on their use of the language and how it works. (p. 100).
Within the framework of Multiliteracies and my project, output is essential to the Design phase of Design Process. Particularly in the family unit, students are asked to convey information about their families. When informing about their family, the student will notice when they don’t have the language to convey their meaning. They will seek help and combine the Available Designs (input from interlocutor and Funds of Knowledge, and personal introduction study sheet) to construct meaning. At this phase, students will test hypotheses about how the language works and receive feedback that will aid them in creating knowledge about the Alutiiq language (Designing). During the Redesign phase, students are expected to take the knowledge they have Designed and create a digital story that incorporates multiple modalities: output (spoken words), visual (photos, drawings, or video clips), and some included audio (background music).
Swain (2000) asserts that a learner’s production of output serves three functions: First, when students produce output for communication, they notice when they do not have the language to convey the meaning they wish to impart, which pushes them to learn the language they are missing. Second, students test theories that they have made about how the language works through trial and error and in response to feedback. Third, output has a metalinguistic function as students can use the language to reflect on their use of the language and how it works. (p. 100).
Within the framework of Multiliteracies and my project, output is essential to the Design phase of Design Process. Particularly in the family unit, students are asked to convey information about their families. When informing about their family, the student will notice when they don’t have the language to convey their meaning. They will seek help and combine the Available Designs (input from interlocutor and Funds of Knowledge, and personal introduction study sheet) to construct meaning. At this phase, students will test hypotheses about how the language works and receive feedback that will aid them in creating knowledge about the Alutiiq language (Designing). During the Redesign phase, students are expected to take the knowledge they have Designed and create a digital story that incorporates multiple modalities: output (spoken words), visual (photos, drawings, or video clips), and some included audio (background music).