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Freeman, D. E., & Freeman, Y. S. (2011). Between worlds: Access to second language acquisition. Portsmouth, NH: Heinemann.

PW, L. (2016, August 27). Second Language Acquisition: Swain's Output Vs Krashen's Input. Retrieved May 8, 2018, from http://eslarticle.com/pub/english-as-a-second-language-esl/139016-Second-Language-Acquisition-Swain-s-Output-Vs-Krashen-s-Input.html

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When teaching ELL students, teachers must recognize that input and output are equally important to a student's language acquisition. The content that students are given must be in their i +1 range in order for them to acquire language. Thus teachers need to have a good understanding of their students' competence level so that they can provide the proper input. It is also important for teachers to monitor student output and guide them through the process of understanding what their output means in terms of their language development. Input and output compliment each other and are both great tools for teachers to help students acquire language.

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Ultimately, both are important to a learner's language acquisition. Comprehensible input gives students language information that they need to produce output. Through the production of output, students gain a better understanding of what they do and do not know about the language, which can also contribute to their language acquisition. Thus, input and output compliment each other and both work towards increasing the learner's language acquisition. (Freeman, 132) (Luis PW)

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Swain argues that when comprehensible input is received, the learner focuses on the meaning, which is at the semantic level. However, output allows the learner focus on syntax and requires the learner to "access parts of the language system [that are] different from that which [they] use to comprehend input". Thus output allows more language acquisition. (Freeman, 132)

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According to Krashen, only input can lead to acquisition. While output can lead to learning academic content, it does this through leading the learner to more comprehensible input. Thus, output just brings you back to input, showing that input is the only way to acquire language.

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4. Lets learners know how comprehensible their knowledge is

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4. Lets learners know how comprehensible their knowledge is

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3. Allows learner to test hypotheses and draw their own conclusions 

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3. Allows learner to test hypotheses and draw their own conclusions 

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2. Forces the learner to switch from semantic mental processes to syntactic ones

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2. Forces the learner to switch from semantic mental processes to syntactic ones

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1. Provides opportunities for meaningful output 

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1. Provides opportunities for meaningful output 

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(Luis PW)

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As people produces language, they realize what they do not understand about the language and this motivates them to acquire the proper language to communicate and bridge the "gap" between what they can and cannot say (Luis PW)

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Claim: It is through language production (output) that people are most likely to acquire language (Luis PW)

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If students receive input too far outside of their competence zone, then they will not be able to understand or grasp the material and thus, will also not experience language acquisition (Freeman, 121)

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If students receive input only at their current competence then they will not acquire any new language (Freeman, 121)

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For language acquisition to happen, students must receive input slightly above their current ability level (Freeman, 121)

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Claim: People only acquire knowledge when they receive oral or written messages they understand (comprehensible input) (Freeman, 121)