The effects of Vygotsky’s sociocultural theory on second language acquisition and language Input

Abstract

The present reflection article derives from a Diploma Course on Updating Teaching English Practices with Emphasis on Designing Learning Experien- ces, which took place at Universidad Industrial de San- tander, Colombia. It is aimed at reflecting upon the key role of comprehensible input and social interactions between second language learners, teachers, peers and a meaningful learning environment. In addition, a revo- lutionary teaching model called SIOP for English learners will be described in terms of definition, justification and application