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how to use Vygotsky for teaching english
 

how to use Vygotsky for teaching english

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    how to use Vygotsky for teaching english how to use Vygotsky for teaching english Presentation Transcript

    • SECOND LANGUAGE ACQUISITION SCHOOLS VYGOTSKY
    • INTRODUCTION How we learn a • First language? What is a • Second language? Acquisition Unconscio us effort The study of individuals and groups who are learning a language subsequent to learning their first one as young children.
    • The Behaviorists Position
    • THE MAIN REPRESENTANTS OF THIS POSITION ARE:
    • The constructivist Position
    • Vygotsky offered an alternative to Piaget’s constructivism Piaget: Mind models the external world Human beings make sense of their world by means of their mental structures . Vygotsky: External world models the mind Knowledge is internalization of social activity.
    • LEV SEMYONOVICH VIGOTSKY  Lev Semyonovich Vygotsky was born in Western Russia  Lev Semyonovich Vygotsky was born in Western Russia (Belorussia) in 1896. (Belorussia) in 1896.  He graduated with law degree at Moscow University. After  He graduated with law degree at Moscow University. After graduation, he started teaching at various institutions. graduation, he started teaching at various institutions.  Vygotsky's first big research project was in 1925 with his  Vygotsky's first big research project was in 1925 with his Psychology of Art. Psychology of Art.  A few years later, he pursued aacareer as a psychologist  A few years later, he pursued career as a psychologist working with Alexander Luria and Alexei Leontiev. working with Alexander Luria and Alexei Leontiev.  Vygotsky had no formal training in psychology but it showed  Vygotsky had no formal training in psychology but it showed that he was fascinated by it. that he was fascinated by it.  After his death of tuberculosis in 1934, his ideas were  After his death of tuberculosis in 1934, his ideas were repudiated by the government; however, his ideas were kept repudiated by the government; however, his ideas were kept alive by his students. alive by his students.
    • SOCIOCULTURAL THEORY Basically Vygotsky's theory suggests that Basically Vygotsky's theory suggests that development depends on interaction development depends on interaction The first one is imitative learning The second way is by instructed learning There are three ways aacultural tool can be There are three ways cultural tool can be passed from one individual to another passed from one individual to another The final way that cultural tools are passed to others is through collaborative learning,
    • 1.Cognitive development IMPORTANT TERMS IN VYGOTSKY’S THEORY He proposed that children learn He proposed that children learn through interactions with their through interactions with their surrounding culture. . surrounding culture Vygotsky studied child development Vygotsky studied child development and the significant roles of cultural and the significant roles of cultural mediation and interpersonal mediation and interpersonal communication. communication. vygotsky observed how higher vygotsky observed how higher mental functions developed mental functions developed through social interactions with through social interactions with significant people in aachild's life. significant people in child's life.
    • 2. THOUGHT AND LANGUAGE 2. THOUGHT AND LANGUAGE s lyzezes a y an nalyip h i k otstsky ia nsnshap d o Vyg gorelat tiords n nd Vy e rela o rdssa th e en w o e s . . s th e owsn etwween u usnes b e t n sc i i o b co nsc co s s a as t tarartlsto o s t ge e et na alfor s ua agxt r red for n g u e d . an ngol e extus etion n. L a o l ld s c La t ochi ldeua ctio t o hint r ra a c the eal i inte h toci ial s oc s d useseor d s lk i is u l f for a o lf-t -talk to oolnd a t a d se l f a s a d n sere s te a r mo ore iaecectleding g t r m lf-d-driegu alatin se lflf- guor. e sse lf-re vi ior. a sebeh hav be
    • ZONE OF PROXIMAL DEVELOPMENT ZONE OF POTENTIAL DEVELOPMENT ZONE OF REAL DEVELOPMENT
    • SCAFFOLDIN G It's the concept that a child accomplishes a task that he/she cannot do alone, with the help from a more skilled person.
    • F A SC G N O F DI L It is changing the level of support to suit the cognitive potential of the child. More support is offered when a child is having difficulty with a particular task.
    • APPLYING VYGOTSKY TO THE CLASSROOM Teachers' role Teachers' role  The teacher has the "task of guiding and directing the child's activity."   The teacher models processes for students in a classroom environment.
    • OVERALL GOAL OF EDUCATION ACCORDING TO VYGOTSKY "generate and lead "generate and lead development which is the development which is the result of social learning result of social learning through internalization of through internalization of culture and social culture and social relationships."    relationships."
    • TEACHING STRATEGIES BASED ON VYGOTSKY’S THEORY Use the child’s zone of proximal development in teaching. Use scaffolding. Use more-skilled peers as teachers. Monitor and encourage children’s use of private speech. Transform the classroom with Vygotskian ideas. INPUT PROCESS OUTPUT
    • THANKS FOR YOUR ATTENTION