Piaget, Vygotsky and Bruner methods.

1. CHILDREN LEARNING A FOREING LANGUAGE
SKILLS
Enhusiastic
lively
Want to please the teacher
Loose interest / motivation quickly
Lack of inhibition
Don`t have access to
metalanguage
Important
Differences
ADJUST the way we teach
MAXIMISE LEARNING
Linguistic D.
•Pychological D.
•Social D.
POTENTIAL

2. PIAGET
KIDS
Active learners and thinkers. Active “sense-makers”
Construct they own knoledge
Solve problems interacting with the enviroment
Two
adaptive
processes
ASSIMILATION: action take place without
any changes to the child
ACCOMODATION: involves the child
adjusting to features of the enviroment.
REESTRUCTURING: reorganization of
mental representation of a language

3. Child passes through a SERIES OF STAGES
Capable of some types of thinking
but incapable of others
As teachers need to have
in mind the
enviroment
It provides the setting for development

4. VYGOTSKY
Development
Learning
Socio-cultural Theory
World full of peopleWorld full of people
Interaction
Instruction
Mediation
Characteristic of
human
intelligence
Language
New tool
Private Speech
Social Speech
Inner Speech
ZDP
Internalization
Interpersonal
Intrapersonal

5. BRUNER
- Scaffolding and routines
Languagueis the
most important tool for cognitive
growth.
In experiments with
American mothers
and children...

6. * Scaffolding has been transferred to the
classroom and teacher-pupil talk.
Teachers can help children to:
Attend to what
is relevant
Adopt useful
strategies
Remember the
whole task and
goals
By…
* Suggesting *Praising the significant
*Providing focusing activities *Encouraging rehearsal
*Being explicit about organization *Reminding
*Modelling *Providing part-whole activities

7. Routines can provide
opportunities for meaningful
language development.
•The teacher is doing
what children are not yet
able to do for themselves.
•Classroom
management
Format
and
RoutineParents reading
stories...