This document discusses concepts related to communication and language in learning. It covers Vygotsky's theory of semiotic mediation and internalization, where social interactions become internalized. Effective classroom communication involves assuming positive intent, maintaining a positive attitude, and using "I statements". Language has characteristics like being systematic, arbitrary, and social. It also serves functions like being instrumental, regulatory, and interactional.

1. “Through others We
become ourselves”
-Vygotsky
What was
inter-mental
becomes
intra-mental.

2. Learning Outcomes
After discussing all the lesson in this chapter,
students should:
1. Describe the used of effective communication in
teaching and learning;
2. Evaluate the message for effective
communication;
3. Extrapolate the interface between semiotic
mediation and internalization in learning;
4. Justify the basics principles that govern
classroom communication.

3. SOCIAL PROCESSES
IN LEARNING
SEMIOTIC
MEDIATION
AND
INTERNALIZATION
COMMUNICATION
IN
LEARNING
BASIC PRINCIPLES
THAT GOVERN
CLASSROOM
COMMUNICATION
COMMUNICATION
IN
TEACHING
COMMUNICATION
IN
LANGUAGE
BASIC
COMMUNICATION
SKILLS
LANGUAGE
• FUNCTIONS
• CHARACTERISTICS
• ATTRIBUTES

4. • Born in Russia in 1896 to a
middle-class Jewish family
• Under the influence of Hegel and
Marx
• Known for “tools of mind”, socio-
historical approach to cognitive
development, cultural- historical
theory, and Zone of proximal
development (ZPD)
Lev Vygotsky

5. SEMIOTIC MEDIATION
• Semiotic mediation is the appropriation and
use of signs as a facet of psychological
development.
• Appropriation means “what is internalized is
taken from social interaction.”
LANGUAGE
• A tool for social interaction.
• Psychological tool
• The mediates between the outside stimulus
and the responses.
What was
inter-mental
becomes
intra-mental.

6. 1- Social speech: A child uses speech to control the
behavior of others.
2- Egocentric speech: Children often talk to
themselves, regardless of someone listening to them.
They think out loud. (Self talk.)
3- Inner speech: Children use inner speech to guide
their behavior and thinking.
Three stages in child’s development of speech

7. • The children use higher mental
functions that are develop through
various interactions. These form part of
the shared knowledge of a culture. This
process also known as INTERNALIZATION.
ELEMENTARY MENTAL FUNCTION
HIGHER MENTAL FUNCTION
INDEPENDENT
LEARNING

8. COMMUNICATION IN LEARNING
• Communication requires language, and
that language is socially negotiated,
constructed, and shared. In the same
way language is arbitrary.

9. COMMUNICATION IN TEACHING
• Communication is a process by which two
or more people exchange ideas,
information, facts, opinion, impression,
feelings, thoughts and emotions in ways
that each gains a common understanding
of meaning.

10. 9 TYPES OF MESSAGES
• What we mean to say.
• What we actually say.
• What the other person hears.
• What the other person thinks he hears.
• What the others person understand from
what he thinks he has heard.
• What the other person says.
• What the other person actually says.
• What we think the other person says.
• What we understand from what we think.

11. • Communication skills. In improving our
communication skills, there are factors to
consider.
 Words we use. The words we use are at
or own command.
 Encoding and decoding systems. We
use this systems in order to provide
understanding with the aid of all language
modalities.

12.  Non-verbal cues. These are the symbols
and techniques we use in every day
communication activities.
 Paralinguistic techniques. use of
voice including characteristics such as
pitch, rate, intensity volume and
pauses.
 The language of kinesics. Known as
body language.

13.  The language of kinesics.
 Gestures. Describes an object in
the air.
 Facial expression. The ways our
facial muscles used to feelings or
emotions.
 Personal appearance. The use
of accessories to emphasize a
point or accentuate something.
 Postures. How we carry
ourselves.

14.  The language of haptics. Use of touch
which has been recognized as an
effective way of sending message.
 The language of proxemics. The
language of distance and space.
 The language of chronemics. The
use of time in the classroom.
Punctuality Time allotment

15.  Intellectual skills. We use these skill
to aid our perception, memorization,
judgment, abstraction, language facility,
reasoning, and problem solving.

16. • Attitudes. Our style of communication
reveals our attitude toward:
 Ourselves. The way we look at
ourselves and the manner through
which we deliver a message reveal our
attitudes.
 Others. The way we look at others has
also its impact on communication.

17.  The subject. It deals with the message
we want others to receive.
 The receiver. The receiver is one who
decodes the message.
 Learning. Our attitudes towards
learning affect our communication.
 Teaching. Creating meaning on the
part of the learners in order to provide
autonomy and ownership of learning.

18. • Knowledge base. The amount of
knowledge about specific lesson affects the
intended message.
Socio-cultural system. It refers to the use of
words in communication in various context.

19. COMMUNICATION AND
LANGUAGE

20. It is a form of empowerment, It so powerful
because it has the ability to tell, suggest,
recognize, verify, signify, attest, simplify, rectify,
influence, observe and analyse and reflect
We do not just see the words woven
together in an utter isolation from contextual
meaning. Rather, we see them as an integrated
pattern of symbols with meaning, Metaphorically
speaking, people are related by blood as
language is related by meaning ( Cunningham
2005 )
Communication and language

21. Language - is a system of communication
with its own set of conventions or special
words.
Verbal language - uses words while;
Non verbal language – uses signs and
symbols.
Communication and language

22. • Instrumental - language is instrumental ; it is
used as a means to satisfy peoples needs.
• Regulatory - language has a regulatory
function ; it is used to control our behaviour.
• Interactional - Language is used as a means
of interactions with the self and other people. It
is used as the foundation of all human
relationship.
• Personal - It must be realized that there is a
link between the language used and personal
thoughts and feelings.
Functions of Language

23. • Imaginative - the used of imaginative
language is manifested in the way Alex reveals
his creative imagination of the things around
him.
• Informational - language is informational in
the sense that is used in communicating
knowledge.
• Heuristic- language provides only free
expression but also opportunities for
investigating and finding sound evidence.
Language is used in finding new ways of
learning.
Functions of Language

24. • Language is systematic - language
follows a definite pattern or rules that
permit infinite modes of interactions.
• Language is arbitrary - this means
that a certain words stand for a certain
thing.
• Language is basically vocal -
language is based on speech sounds
produced by vocal cavities. Words are
produced by combination of different
sounds.
Characteristics of language

25. • Language is symbolic - languages uses
symbols to represent things, objects,
people, events, concepts, places, and
categories.
• Language is infinite - language develops
his freedom to express his thoughts and
feelings.
• Language is dynamic - language
develops and continue to grow.
Characteristics of language

26. • Language is social - language is used
as an important tool or vehicle for any
human interaction.
• Language is unique - language is
something that human beings used and
possess. Animals and lower forms of
living creatures do not have language.
Characteristics of language

27. • Assume the best from everyone.
• Operate with the assumption that
everyone has the students best interest in
mind.
• Remember that effective communication
is the key to having your suggestions and
ideas heard and taken seriously.
Effective Classroom Communication
Techniques

28. • Keep a positive attitude.
• Take time to say “hello” and listen to others as
much as possible.
• Practice empathy and understanding.
• Put yourself in other persons shoes.
• Being polite is a symbol of being true to
oneself.
Effective Classroom Communication
Techniques

29. • Using “I” statements is very important is very
important in effective communication with students.
The “you” message antagonism and indifference.
• Communicate positively with students. Our body
language and other paralinguistic techniques
constitute our overall communication with students.
• Begin the class by greeting everyone with a smile. The
most available and cheapest accessory is a smile.
Effective Classroom Communication
Techniques

30. • Encourage students to give their positive feedback.
• Fill the bulletin board with positive comments about
students works and achievements.
• Provide subliminal messages hidden under their
chairs or desks.
• Create positive statement or word for each day and
start the discussion with it.
• Make bulletin board displays and other educational
peripheral.
Effective Classroom Communication
Techniques

31. • Use warm colors in decorating the walls and boards.
• Teach positive action. Reinforce positive behaviors.
• Start the lessons more effectively by ensuring that
what we say is aligned with the way we want things to
be done.
• Increase the likelihood of our behavioral instructions
being carried out.
• Be more motivating in the way we talk about learning.
Effective Classroom Communication
Techniques

32. • Ensure that what we say what we mean and
avoid suggesting the opposite.
• Make students learning relevant.
• Develop intrinsic motivation.
Effective Classroom Communication
Techniques

33. • language enables communication between
individuals
• language is culturally transmitted and and
varies across cultural groups
• language uses primarily vocal sounds but only
a subset of all possible vocal sounds but only a
subset of all possible vocal sounds
Attributes of Language

34. • language units are arbitrary symbols that need
have any correspondence to the things they
represent.
• language has a grammatical structure that can be
analyzed on many levels
• language units can be arranged according to
grammar to produce novel utterances and to convey
novel ideas.
• the ideas need not currently be true, and might
never have been or never be true.
Attributes of Language

35. The Message
- is the meat of communication situation
 natural sign – part of a larger thing category,
 non-natural sign – is the opposite of a
natural signs
 iconic – a symbol or a figure
 digital – sign for processing, storing,
transmitting info in a form of numerical digits.