1. FIRST AND SECOND LANGUAGE ACQUISITION AND LEARNING
DANIEL MORENO
TUTOR:
MÓNICA DEL ROSARIO GUILLEN
UNIVERSIDAD NACIONAL ABIERTA Y A DISTANCIA
UNAD
2. Vygotsky considers people as the
product of evolution, in this
process, language has been a
fundamental part, since through
experimentation with the
environment and with people, a
better acquisition of knowledge has
been developed
3. for vigotsky the social as well as
the cultural part influenced the
obtaining of knowledge in a
"natural" way, in order to
generate meanings to words or
objects through the
relationship with them.
4. vigotsky considered that language
was not the only language that
thought had to express, the
mediators that are external
objects are those that lead to
transform the thinking of people
and that help them transform
their vision of reality
6. For Vygotsky in the process of learning, knowledge is an
interactive process through people and the environment in
which they live, this interaction is seen in the cultural and
social environment, not only sees the acquisition by means
of physical things
7. Vygotsky divided the learning functions into two
types:
• superior
• inferior in this process the social
environment interferes not only
the physical but also the reaction
that is had with the other senses
8. SUPERIOR FUNCTIONS
INFERIOR FUNCTIONS
These are acquired and these
development for mind of the
social interaction, the superior
functions predeterminate for the
form of be of the society
They are those with which
they are born, these are
natural functions, and are
predetermined by genetics,
these functions are limited or
limit us in our behavior.
9. TEACHING
knowledge is a process of interaction between
the subject and the environment, but the
socially and culturally understood
environment, not only physical
10. It is a set of activities developed jointly with which it is
sought that people obtain new knowledge, The
development of the individual reaches its fullness to the
extent that it appropriates, appropriates, internalizes
interpsychological skills.
11. In this process the role of memory and
attention are fundamental to Vyoski
were only social phenomena that by
internalizing it helped to expand the
knowledge in a person
13. Case of Jaiden
Jaiden is a 13-year-old girl who is in her sixth year of high school. With difficulty she
attends school, since her father does not have the economic resources to take her and
for that reason she did not want to enroll her and that is why she has abandoned her
studies for two years. The professors who taught her asked for an academic committee
to analyze the case of Jaiden, since in class and recreation she is not very apathetic
and not very active and her academic performance is below the average of what is
expected of the class. , she is a person who is very withdrawn but when she works
individually with the girl, she observes that she understands the topics of study,
although she usually confuses the letter "p" with the letter "b", this may be what is
affecting her your study. Although she has been warned of this situation to her parents
this is infertile since they, although they want to help her, do not have the necessary
knowledge because they are people who were raised in the field without the ability to
have an academic life because of the fact that where they lived was not close to a
school, once the case was exposed to the teachers' committee they suggested a series
of hypotheses about what Jaiden had.
14. • She is unmotivated because her classmates are two years
younger than her, so strategies to adapt to the classroom must
be developed
• She needs to join a food reinforcement program, since due to her socio-
economic situation she is probably undernourished.
15. REFERENCES
Liu, C. H., & Matthews, R. (2005). Vygotsky's Philosophy: Constructivism and Its Criticisms
Examined. International education journal, 6(3), 386-399
Retrieved from http://files.eric.ed.gov/fulltext/EJ854992.pdf
Giesen. J Constructivism: A Holistic Approach to Teaching and Learning
Retrieved from:
https://www.niu.edu/facdev/_pdf/constructivism.pdf
