1. Socio-cultural theory views learning as a social process where knowledge is constructed through interaction. The teacher assists students to reach beyond their capabilities through scaffolding and joint problem-solving within the zone of proximal development. 2. Language is seen as a cultural tool for thinking and social interaction. Learning occurs first through social interaction then becomes internalized. 3. Effective pedagogy based on this theory includes collaborative learning, scaffolding to provide optimal challenge and support, and discovery learning through problem-solving and meaningful tasks.

1. THEORIES OF SLA &
THEIR PEDAGOGICAL
IMPLICATIONS :
SOCIOCULTURAL
THEORY

2. What are your views on the following statements:
1 Students are empty vessels to be filled with knowledge
transmitted by teachers
2 Students actively construct knowledge which is
managed by teachers
3 Students and teachers have inter-related active roles in
knowledge building.
Discussion

3. Theory View of Teaching
and Learning
Role of
language
Behaviourist
(Skinner)
T = transmits
knowledge
S = receives
knowledge
As a carrier of
knowledge
Learner =
Independent
+ Self-contained
Learning =
Occurring within an
individual
Individualistic
notion of learning
Socio-
cultural
(Vygotsky)
T = assists S to reach
beyond what they are
able to reach alone
S = engages joint
thinking with others
As a means to
capture, reflect on,
and transform
experience
Human development
as intrinsically social
rather than
individualistic
Innatist
(Piaget,
Dewey)
T = manage
appropriate learning
experiences
S = actively
construct knowledge
As a means to
display
cognitive
abilities

4. Socio-cultural theory & language learning
based on 3 key principles
The social
nature of
knowledge
Learning &
scaffolding
Learning
& the Zone of
Proximal
Development

5. The social nature of knowledge
q Social interaction is important to an individual's
development
q Learning = interpsychological
Occurring between those who have mastered the skill
(e.g. teacher) with those who are in the process of
acquiring the skills (e.g. students)
q Language learning = mental process linked to social
identity and relationships

6. Phase I
• Learning = ‘transactional’ interaction with
others who are more experienced
• Language used as symbolic tool to clarify and
make sense of new knowledge
• Learners rely heavily on discussions with ‘expert
knower’
Phase II
• New ideas and knowledge internalised
• Language used to:
• comment on what has been learned
• transmit and clarify new information
• Reflect on and rationalise what has been
learned

7. Situations
we’re used
to
Social
context
we’ve been
in
Company
we keep
qWhat language we learn
qHow good we are at using language
qThe purpose for which we are able to use language
qHow we learn language

8. Learning and the Zone of Proximal Development (ZPD)
Definitions of ZPD
q The collaborative construction of opportunities for
individuals to develop their mental abilities (Lantolf,
2000)
q Level of potential development as determined through
language produced collaboratively with a teacher or peer
(Ohta, 2000)
q Key terms to describe ZPD: ‘collaboration’,
‘construction’, ‘opportunities’ and ‘development’
(Vygotsky, 1978; Lantolf, 2000)

9. Educational basis for a child’s development =
ZONE OF PROXIMAL DEVELOPMENT (ZPD)
ZPD: Dialogic relationship between expert & novice.
Goal = moving the novice towards greater self-regulation

10. ZPD
External, social dialogue
Internalised to become a
resource for individual
thinking
(‘Inner Speech’)
Use of
scaffolding:
Temporary
assistance in which
a learner is helped
to do something –
so that the learner
will be able to
complete a similar
task alone
Rather than
simplifying task –
the focus should be
in the nature of
the scaffolding
that is critical for
success

11. Learning moves through 3 stages:
a) Participating in or
observing activities
OBJECT –
regulation
b) Interacting with or
learning from others
OTHERS –
regulation
c) Internalising or
developing a better
understanding of the
new knowledge
SELF –
regulation
Inter-
Psycholo
gical
Intra-
Psycholo
gical

12. § The learning of new language starts with help (not just input) from
external sources (i.e. it is first inter-psychological).
Example:
a) Learner receives & observes models or examples of language in use.
(Object-regulation).
b) Learner receives guidance from expert users. (Others-regulation)
• The learner must internalise the new language learnt, i.e. think about
how the new language is used and decide how to use it.
(Self-regulation)

13. T So, what did he do? He did this. Come here, come here
(calling to one of the students). He did this (T steps on
student’s foot)
Demonstration
S1 AEERGH (laughter)
T What did he do? What did he do? (4) To step on
someone’s toe…
Modeling
S2 To step on someone’s… OBJECT
REGULATION
T toe Reinforcement
S2 Toe? OTHERS
REGULATION
T (writes on the blackboard the word TOE) . He asked
her to dance. The bad news is, he stepped on her toes.
Reinforcement
S2 This one toes OTHERS
REGULATION
T Toes like fingers but on your feet Definition
S2 Ah SELF
REGULATION

14. Learning and scaffolding
q The linguistic support given by a tutor to a learner
(Bruner, 1990)
q Amount of assistance provided by expert to novice
q Involves the notion of:
challenge (to maintain interest & involvement) &
support (to ensure understanding)

15. Socio-cultural theory:
Centrality of language as a ‘tool’ to co-construct new
knowledge with an ‘expert’
Language learning &
language use
= social activities
= Individuals co-
constructing their social
learning environment
= Collaboration with
teacher, less able
learners, more able
learners can facilitate
more meaningful and
productive interaction
Scaffolded
instructions
= learners taking risks
through a process of
‘dialogic inquiry’
= the extent to which
scaffolds are left in
place or withdrawn;
= The amount of
scaffolding given
= Extent to which
learners are made
aware of its value
Dialogue
= acts as a ‘mediating
force’ crucial in helping
learners acquire new
knowledge
= opportunities for
language acquisition are
maximised when
concepts and language
can be understood and
verbalised
= consciousness
developed: learners
become more aware
through participation in
dialogues

16. PEDAGOGICAL
IMPLICATIONS
OF THE
SOCIOCULTURAL
THEORY

17. Clear teaching objectives: measurable outcome
Evidence showing that student can carry out task
with T’s help
Evidence that student has achieved a greater
level of competence and independence as a
result of the scaffolding
Scaffolding in the Classroom

18. Create students’
interest in task
Keep students
focused on goal
Suggest ways to solve
problem / demonstrate
how to do parts of the task
/ ask Qs to activate
thinking
Control students’
frustration in
completing task
Modeling how to
complete task
Features of
Effective
Scaffolding
Wood, Bruner and Ross
(1976)

19. Maximise QUALITY of interaction
q Emphasis on discovery-based learning through
problem-solving
q Use of task-based instruction which emphasizes
‘learning by doing’
q Centrality of pair- and group-work through cooperative
learning

20. Sociocultural Theory:
Analysis & Reflection
In groups, discuss how the sociocultural theory may be used to explain the
following:
1) Exposure to input is necessary for SLA
2) Much of SLA happens incidentally
3) L2 learning outcomes varies

21. Exposure to input is necessary to SLA
• Input occurring in culturally organized activities is essential for learning
to happen
A good deal of SLA happens incidentally
• No incidental learning
• Learning is intentional, goal-directed, meaningful activities
L2 learning outcome varies
• ZPD explains the existence of variability in the development of individual
learners
• Learners’ acquire different L2 subsystems depending on the scaffolding
they receive

22. THANK YOU