2. INTERACTIONISM Language are learned through interaction among people. What learners need is not necessarily simplification of the linguistic forms but rather an opportunity to interact with other speakers, in ways which lead them to adapt what they are saying until the learner shows signs of understanding.
3. INTERACTIONISM Social interaction—or, as it is sometimes called, symbolic interaction—refers to the fact that the relationships among two or more groups or human beings are never one-sided, purely physical, or direct. Always there is reciprocal influence, a mutual sense of “otherness.” And always the presence of the “other” has crucial effect in one’s definition of not merely what is external but what is internal. One acquires one’s individual sense of identity from interactions with others beginning in infancy. It is the initial sense http://www.britannica.com/EBchecked/topic/551385/social-science/38938/Interactionism
4. In sociology, a theoretical perspective that derives social processes (such as conflict, cooperation, identity formation) from human interaction. http://encyclopedia2.thefreedictionary.com/interactionism
7. IMPLICATIONS IN TESOL Efforts must be done by teachers to expose learners to authentic input. Teachers could practice with student simulating real situations using the target language. Cooperation could and should be done among students in the learning and practice of the target language. Teachers could and should bring “problems” to the class for the learners to solve and not provide all the answers.
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9. Vygotsky among other educational professionals believes the role of education to be to provide children with experiences which are in their ZPD, thereby encouraging and advancing their individual learning Berk, L & Winsler, A. (1995). "Vygotsky: His life and works" and "Vygotsky's approach to development". In Scaffolding children's learning: Vygotsky and early childhood learning. Natl. Assoc for Educ. Of Young Children. p. 24
