Relationship SLA - Second Language Teaching

 WHAT DO YOU SEE AS A RELATIONSHIP BETWEEN SECOND LANGUAGE ACQUISITION AND SECOND LANGUAGE TEACHING?

A relationship between second language acquisition (SLA) and second language Teaching is advantageous, desirable and positive. SLA plays an important role in Teaching English as a second Language. It has contributed in one way or another to Language Teaching. Teachers need to receive language knowledge in order to teach.

In the classroom the teacher applies what he learned in SLA using Pedagogy. Is in the classroom that the teacher shows its abilities, during the class, when he follows a lesson plan prepared by himself, showing its capacities and knowledge.

To acquire a second language is necessary to a second language teaching, one is related to the other. SLA facilitates the development of Second language teaching. It is useful, to advise teachers about how or what to teach, giving them resources to put in practice.

HOW ARE SECOND LANGUAGE ACQUISITION AND SECOND LANGUAGE TEACHING DIFFERENT?

Second language acquisition, is learning a second language after a first language, it is already established. It takes a long time to learn it well and everybody can do it. A second language teaching, takes a lot time of practice and it is necessary to have a University degree.

A teacher promotes second-language acquisition. If a teacher cannot use the language well, he or she should not be teaching it. SLA cannot ensure competence of teachers. There is a significant overlap between SLA and Second language teaching, in a SLA the person who learns is a student and in Second Language teaching one who acquired a second language is a teacher.

HOW MIGHT THEY AFFECT EACH OTHER AND HOW MIGHT THE STUDY OF ONE AFFECT THE STUDY OF THE OTHER?

To acquire a second language in a classroom as a student may affect a person who decides to change places and teaches English as a second language. It is also more concerned with what the teacher does in the classroom than with what the student does.

Teaching English as a second language, teachers sometimes feels frustrated, they assume they know what their students need in order to select what to teach them, but their students or learners do not appreciate what they have planned, they do not show interest, do not pay attention to the class, get bored or fall asleep, thus they do not learn.

 The teacher just teaches and sometimes he forgets when he or she was a student. Changing roles from student to a teacher creates a distance between them. This perspective should encourage the teacher to take advantage of the learning opportunities to make the didactic material relevant to the learners.

Azucena Naranjo Sanchez