Children Second Language Output During Play: A Sociocultural Perspective

Language output has its role in second language learning and is seen as a source of L2 learning. It is used by the L2 learners as a cognitive tool to mediate their thinking and talking, hence, mediates L2 learning and development. English acts as the second language for most of the population in Malaysia and a compulsory subject learned in school. That is why having an interactive English learning environment is crucial for Malaysian students who come from different language backgrounds. This paper focuses on the L2 output and discusses how children's L2 oral language development and learning are mediated during a child’s play through language output. Through languaging during play, it promotes language input and yields language output that co-constructs linguistic knowledge that draws attention to form and meaning. From the perspective of sociocultural theory, language is learned through interaction. Through the nature of play, the L2 output produced by the children allows adults (educators and parents) to understand the child’s L2 level and scaffold L2 oral language skills which acts as a precursor for children’s later L2 literacy development. It gives insight into the design of developmentally appropriate pedagogy that caters to young ESL learners’ needs.