# data[].attributes.body
COMMENTARY:
Currently, there are many technological resources that allow us to work in different ways with our students, these resources enable interaction between students, even from afar, so that they acquire knowledge and share with colleagues, receiving mediation from teachers. Mediation takes place in order to instigate students to seek answers in a collaborative way. Vygotsky's sociocultural theory teaches us that interactions are the basis for an individual to be able to understand through internalization as mental representations of their social group, therefore, without interactions, knowledge does not materialize properly.

# data[].attributes.body
COMMENTARY:
In my city we are working to maintain bilingual public education, the results are positive, this opportunity allows students to receive the same benefits that normally only private school students can enjoy. In the future it will be implemented in addition to English, also Spanish. We are still working on an experimental basis, but everything is developed with great dedication, we hope that in the future bilingual or multilingual education can reach more public schools, but before that it is necessary to reinforce in society the benefits of acquiring a second language, because unfortunately many people consider language study superfluous.

# data[].attributes.body
"Behaviourist accounts of SLA view the learner as 'a language-producing machine'. The linguistic environment is seen as the crucial determining factor. In this model of learning, input comprises the language made available to the learner in the form of stimuli and also that which occurs as feedback. In the former, the learner's interlocutor models specific forms and patterns which are internalized by the learner imitating them. Thus the availability of suitable stimuli is an important determining factor in SLA.Behaviourist theorises emphasize the need to regulate the stimuli by granding the imput into a series of steps, so that each step constitutes the right level of difficulty for the level that the learner has reached. Feedback serves two purposes. It indicates when the L2 utterances produced by the learner are correct and so reinforces them. The regulation of the stimuli and the provision of feedback shape the learning that takes place and lead to the formation of habits." (Ellis - 1986)

# data[].attributes.body
"Nativist accounts of SLA view the learner as 'a grand iniciator'. They maintain that exposure to language cannot account satisfactorily for acquisition. Input is seen merely as a trigger which activates the internal mechanisms. Chomsky (1965) argued that imperfect nature of the mother's speech input in first language acquisition made it unlikely that any child could successfully internalize the rule system of a language if he worked on this alone. 'Degenerate' input was inadequate for acquisition.
As a result of the pre-eminence of nativist views in the 1960s and early 1970s, research focused on the output of L2 learners, in particular the errors they manifested in speech and writing. This was because it was believed that the output would reveal the nature of the learning strategies involved. As Larsen-Freeman (1983a: 88) observes:
... researchers all too often have confined the scope of their studies to examining the learner's linguistic product thus overlooking an important source (i.e. input) of information which could prove elucidating in achieving a better understanding of the acquisition process.
In other words, nativist views precluded the possibility that at least some aspects of the learner's output could be explained in terms of the characteristics of the input". (Ellis, R - 1986)

# data[].attributes.body
"Thus, whereas a behavourist view of language acquisition seeks to explain progress purely in terms of what happens outside the learner, the nativist view emphasizes learner-internal factors. A third view, however, is tenable. This treats the acquisition of language as the result of an interaction between the learner's mental abilities and the linguistic environment. The learner's processing mechanisms both determine and are determined by nature of the input. Similarly, the quality of the input affects and is affected by nature of the internal mechanisms. Theinteraction between external and internal factors is manifest in the actual verbal interactions in which the learner and his interlocutor participate. It follows from this interactionist view of language acquisition that the important data are not just the utterances produced by learner, but the discourse which learner and caretaker jointly construct.
Three different views regarding the role of input in language development have been discussed. The behaviourist view emphasizes the importance of the linguistic environment, which is treated in terms of stimuli and feedback. The nativist view minimizes the role of the input and explains language development primarily in terms of the learner's internal processing mechanisms. The interactionist view sees language development as the result both of input factors and of innate mechanisms.Language acquisition derives from the collaborative eforts of the learner and his interlocutors and involves a dynamic interplay between external and internal factors." (Ellis, R. 1986)