This document summarizes Lev Vygotsky's social development theory and Jerome Bruner's discovery learning theory as approaches to language acquisition within social interactionism. Vygotsky believed that language develops first through social interactions and then internally. Bruner argued that learning occurs best when learners discover knowledge themselves, such as through problem-based learning, case-based learning, or simulations. Discovery learning encourages active engagement but can also lead to cognitive overload or misconceptions if not properly guided. Overall, social interactionism views language acquisition as influenced through social and environmental interactions.

1. Social
Interactionist
Theory
Summary by
Sawsan Fawzy, MA candidate

2. Concepts
 Developed by Lev Vygotsky in 1962
 Cooter & Reutzel (2004) said that it “assumes that
language acquisition is influenced by the
interaction of a number of factors – physical,
linguistic, cognitive, and social” (as cited in
“Interactionism,” n.d.).

3. Concepts
Vygotsky’s Social Development Theory (1962):
Reaction to Chomsky’s Innateness
Vygotsky created a sociocultural model of 2 stages:
1- The child observes the interaction (adult’s talks) surrounding him
2- Linguistic behavior develops inside him. (as cited in “Interactionism,”
n.d.)
Also True for language:
1- Adults talk first to the child
2- Child learns to respond (as cited in “Interactionism,” n.d.)

4. Concepts
- Interactionism is one of the foundations of constructivism:
explain…
It has three major themes (as cited in “Interactionism,” n.d.):
1- Social learning precedes development
2- The More Knowledgeable Other (MKO)
3- The Zone of Proximal Development (ZPD); The ZPD is the
distance between dependent and independent student’s abilities
to perform tasks (as cited in “Interactionism,” n.d.)

5. Interactionsim Applications in SLA
 Vygotsky’s theory suggests Ss play an active role in
learning.
 Roles of Ts and Ss are shifted
 Ts should collaborate with Ss to facilitate meaning
construction in them (“Interactionism,” n.d.).


6. Burner’s Discovery Learning Theory
Learners; adults, children or infants; learn best and retain
knowledge when they discover knowledge themselves.
 Infants
 Bruner argues that an adult and an infant have conversations
despite the child being unable to speak.
 The interaction between the two, such as games and non-verbal
communication, builds the structure of language long before the
child is able to communicate verbally (“Interactionism,” n.d.).

7. Burner’s Discovery Learning Theory
 Children & Adults
 Contrasts many traditional schools that held a transmissionist or
instructionist model in which a T ‘transmits’ information to Ss.
 Discovery learning model is an inquiry-based and constructivist
learning one (“Interactionism,” n.d.).
 Ss draw on their own past experience and existing knowledge to discover
facts
 How??
 Ss interact with the world by exploring, performing experiments,
manipulating objects and wrestling with questions (“Interactionism,” n.d.).
 Ss establish relationships between old and new facts (constructivism)
 ESL Classroom: Ss experiment with the language and make mistakes,
they will be able to discover for themselves how to combine words and
phrases to form full sentences and dialogues
 As a result, Ss may be more likely to remember whatever they discovered
on their own (“Interactionism,” n.d.).

8. Burner’s Discovery Learning Models
 Discovery learning models examples:
 Guided discovery learning: …
Inductive TM: examples, elicitation (“Guided discovery,” n.d.).
 Simulation-based learning: …
Establishing simulations
Ex: A school-wide simulation called SFS English City, Ss shop, eat
out, enter cinema… as if in a foreign country, Ar. not understood
(“Simulation,” n.d.)

9. Burner’s Discovery Learning
Models
Discovery learning models examples:
 Problem-based learning (PBL): …
T presents problem, Ss use prior knowledge (constructivist), think in groups
(discovery) (“Problem based learning,” n.d.).
 Case-based learning (CBL): …
In research classes… (“Case-based teaching,” n.d.)
 Differences between PBL & CBL?
PBL: OPEN inquiry, pre-readings are not provided, T’s role is passive, maybe
false conclusion, Ss curious (Umbrin, n.d.)
CBL: GUIDED inquiry, pre-reading are provided, T’s role is active, correct
conclusion, Ss not curious (Umbrin, n.d.)
 Incidental learning …
is unintentional or unplanned learning that results from other activities
(“Interactionism,” n.d.).

10. Evaluation of
Burner’s Discovery Learning Models
as Applications of Social Interactionism
 Advantages (“Interactionism,” n.d.):
 encourage active engagement
 promote motivation (intrinsic/sense of achievement/retrospection)
 promote autonomy, responsibility, independence
 develop creativity, critical thinking and problem solving skills.
 tailored learning experiences
 Disadvantages (“Interactionism,” n.d.):
 creation of cognitive overload
 potential misconceptions
 teachers may fail to detect problems and misconceptions esp.
when they all occur simultaneously

11. References
“Case-based teaching and problem-based learning.” (n.d.) Center for
Research on Learning & Teaching, University of Michigan
Retrieved from
http://www.crlt.umich.edu/tstrategies/tscbt
Cooter, R. B., & Reutzel, D. R. (2004). Teaching children to read: Putting the
pieces together. Upper Sadle River, NJ: Pearson Education, Inc.
“Guided discovery.” (n.d.) British Council . Retrieved from
https://www.teachingenglish.org.uk/article/guided-discovery
“Interactionism.” (n. d.) Santo Tomas University, Columbia. Retrieved from
https://www.google.com.eg/url?sa=t&rct=j&q=&esrc=s&source=web
&cd=1&ved=0ahUKEwiTn6eG47TSAhVLGhQKHeRSCk8QFggaMA
A&url=http%3A%2F%2Fsoda.ustadistancia.edu.co%2Fenlinea%2F
MAURICIO_BUITRAGO_ingles_PSYCHOLINGUISTICS_PRIMER_
MOMENTO%2FInteractionism.pdf&usg=AFQjCNG05_Eip5JcsfWRa
EbGPKwJd-NodA&sig2=XOo7WLdaVT86ydQuJnkC7Q&cad=rja

12. References
“Problem based learning.” (n.d.) Flinder University Retrieved from
https://www.flinders.edu.au/teaching/quality/teaching-
methods/problem-based-learning.cfm
“Simulations: A tool for testing "virtual reality" in the language classroom.”
(n.d.) ESL Cyber Listening Lab Retrieved from
http://www.esl-lab.com/research/simul.htm
Umbrin, Izza. (n.d.) “Difference between problem based learning PBL and
case based learning CBL.” [PowerPoint slides]. Retrieved from
https://www.slideshare.net/izzaumbrin/difference-between-problem-
based-learning-pbl-and-case-based-learning-cbl