SLA Theories-Chapter 6
•Download as PPTX, PDF•
5 likes•4,480 views
This document summarizes different theories of second language acquisition, including: 1) The "in-the-head view" proposed by Chomsky and Krashen that language is innate versus Piaget's view that knowledge emerges through interaction with the environment. 2) The "between-heads view" of Long and Vygotsky that language is acquired through social interaction and negotiation of meaning. 3) Vygotsky's sociocultural theory which emphasizes that cognitive development occurs through social interaction within a cultural context, such as family or classroom.
Report
Share
Report
Share
Recommended
Vygotsky’s Socio-Cultural Theory in Terms of Application to Second Language A...
Vygotsky’s Socio-Cultural Theory in Terms of Application to Second Language A...Natalia Reilly, Ph.D.
This document discusses the application of Lev Vygotsky's sociocultural theory to second language acquisition (SLA). It outlines two key concepts from Vygotsky's theory - that social and cognitive processes are interrelated, and the zone of proximal development (ZPD). Regarding the first concept, social interaction plays a fundamental role in cognitive development. Learning occurs through transforming external social processes into internal cognitive processes. Regarding the ZPD, it represents the gap between independent problem-solving and problem-solving assisted by a more capable peer, and provides the conditions necessary for learning. The document analyzes how these concepts can be applied to interpreting SLA research and minimizing the gap between learners' first and second language proficienciesSocio-cultural perspectives on second language learning
Language Learning In Social TermsTarget language interactions can not be viewed as a source of input for autonomous and internal learning mechanisms.
James Lantolf is the foremost figure advocating the relevance of socio -cultural theory to SLL
Lev Semeonovich Vygotksy & Jean Piaget (Language & Child Development)Mediation and mediated learningLanguage as a tool of taught
Learning is a mediated process
Learning is socially mediated
Face –to- face interaction &shared processes
Sociocultural theory and SLA
This document defines key concepts in sociocultural theory and its application to second language acquisition (SLA). It discusses culture, community, identity, and how learning occurs through participation in communities of practice. Sociocultural theory views SLA as a social process influenced by cultural and historical contexts. Implications include better understanding power dynamics and reconceptualizing good language learners as agents who invest in language. Limitations include little research in foreign language contexts versus immigrant contexts.
What is sociocultural theory?
A brief explanation and background of sociocultural theory especially focused on foreign language teaching
a sociocultural view of language and learning
The document discusses sociocultural views of language and learning, including Vygotsky's work on the zone of proximal development and how cognitive development occurs through social interactions and mediation by more knowledgeable others. It also examines registers and the mode continuum in language, showing how context influences language features from informal spoken exchanges to more formal written texts.
Sociocultural perspectives on SLA
This document provides an overview of sociocultural theory (SCT) perspectives on second language acquisition (SLA). Key points of SCT include: language learning occurs through social interactions; the zone of proximal development explains how learners internalize new structures with assistance; and internalization is how learners move from other-regulation to self-regulation. SCT views language as a cultural tool that mediates thinking. Methodologies like the genetic and microgenetic methods examine language development over time in social contexts. SCT challenges notions of universal acquisition orders and sequences.
Vygotsky and language development
Lev Vygotsky was a 20th century psychologist who developed an influential theory of language acquisition. He believed that language develops through social interactions and is interdependent with thought. According to Vygotsky, children acquire language skills by engaging in social experiences where more experienced members teach language. He also asserted that a child's intellectual development is crucial for language development and that inner speech develops from interactions with the environment.
The socio cultural-perspective
- The sociocultural perspective views learning as a cultural process where children learn from more experienced members of their culture through social interaction and instruction.
- Vygotsky, a key theorist, believed that learning occurs on both a social plane through interaction and on a psychological level as learners internalize meanings.
- He proposed the zone of proximal development, which is the gap between what a learner can do independently and what they can do with guidance, and argued this is the ideal zone for learning.
Recommended
Vygotsky’s Socio-Cultural Theory in Terms of Application to Second Language A...
Vygotsky’s Socio-Cultural Theory in Terms of Application to Second Language A...Natalia Reilly, Ph.D.
This document discusses the application of Lev Vygotsky's sociocultural theory to second language acquisition (SLA). It outlines two key concepts from Vygotsky's theory - that social and cognitive processes are interrelated, and the zone of proximal development (ZPD). Regarding the first concept, social interaction plays a fundamental role in cognitive development. Learning occurs through transforming external social processes into internal cognitive processes. Regarding the ZPD, it represents the gap between independent problem-solving and problem-solving assisted by a more capable peer, and provides the conditions necessary for learning. The document analyzes how these concepts can be applied to interpreting SLA research and minimizing the gap between learners' first and second language proficienciesSocio-cultural perspectives on second language learning
Language Learning In Social TermsTarget language interactions can not be viewed as a source of input for autonomous and internal learning mechanisms.
James Lantolf is the foremost figure advocating the relevance of socio -cultural theory to SLL
Lev Semeonovich Vygotksy & Jean Piaget (Language & Child Development)Mediation and mediated learningLanguage as a tool of taught
Learning is a mediated process
Learning is socially mediated
Face –to- face interaction &shared processes
Sociocultural theory and SLA
This document defines key concepts in sociocultural theory and its application to second language acquisition (SLA). It discusses culture, community, identity, and how learning occurs through participation in communities of practice. Sociocultural theory views SLA as a social process influenced by cultural and historical contexts. Implications include better understanding power dynamics and reconceptualizing good language learners as agents who invest in language. Limitations include little research in foreign language contexts versus immigrant contexts.
What is sociocultural theory?
A brief explanation and background of sociocultural theory especially focused on foreign language teaching
a sociocultural view of language and learning
The document discusses sociocultural views of language and learning, including Vygotsky's work on the zone of proximal development and how cognitive development occurs through social interactions and mediation by more knowledgeable others. It also examines registers and the mode continuum in language, showing how context influences language features from informal spoken exchanges to more formal written texts.
Sociocultural perspectives on SLA
This document provides an overview of sociocultural theory (SCT) perspectives on second language acquisition (SLA). Key points of SCT include: language learning occurs through social interactions; the zone of proximal development explains how learners internalize new structures with assistance; and internalization is how learners move from other-regulation to self-regulation. SCT views language as a cultural tool that mediates thinking. Methodologies like the genetic and microgenetic methods examine language development over time in social contexts. SCT challenges notions of universal acquisition orders and sequences.
Vygotsky and language development
Lev Vygotsky was a 20th century psychologist who developed an influential theory of language acquisition. He believed that language develops through social interactions and is interdependent with thought. According to Vygotsky, children acquire language skills by engaging in social experiences where more experienced members teach language. He also asserted that a child's intellectual development is crucial for language development and that inner speech develops from interactions with the environment.
The socio cultural-perspective
- The sociocultural perspective views learning as a cultural process where children learn from more experienced members of their culture through social interaction and instruction.
- Vygotsky, a key theorist, believed that learning occurs on both a social plane through interaction and on a psychological level as learners internalize meanings.
- He proposed the zone of proximal development, which is the gap between what a learner can do independently and what they can do with guidance, and argued this is the ideal zone for learning.
Cognitive Approaches to Learning:Socio-cultural theory by Lev Vygotsky
Lev Vygotsky was a Russian psychologist known for his sociocultural theory of cognitive development. He believed that cognitive development occurs through social interaction and language. According to Vygotsky, higher mental functions develop from lower mental functions and are mediated by tools and signs from a culture, including language, which allows internalization of cognitive processes. A key concept is the Zone of Proximal Development, defined as the difference between what a learner can do independently and what they can do with guidance and collaboration, highlighting the role of social learning.
Vygotsky updated (1)
Lev Vygotsky was a Russian psychologist who developed the sociocultural theory of cognitive development, which emphasizes how social interaction and culture impact cognitive development. He believed that community plays a central role in the process of "making meaning." A key concept is the Zone of Proximal Development, which is a child's potential development when aided by a more knowledgeable other such as a teacher or peer. According to Vygotsky, learning occurs in this zone through scaffolding assistance from others.
Lev vygotsky and his work on cognitive development
Lev Vygotsky developed a sociocultural approach to cognitive development that emphasized the role of social interaction and culture. He believed that social learning precedes development, unlike Piaget who argued that development must precede learning. Vygotsky's theories stress that community plays a central role in how children develop cognition and make meaning. He introduced concepts like the Zone of Proximal Development and more knowledgeable other to describe how guided learning from social interactions helps children develop skills and strategies they can later use independently. Vygotsky argued that language and thought merge around age three and that internalizing language through private and inner speech drives cognitive development.
Social Constructivism by Lev Vygotsky
Lev Vygotsky's social constructivist theory posits that culture provides cognitive tools like language and social context that influence cognitive development. According to this view, knowledge is constructed through social interactions and cultural influences. Effective social constructivist teaching strategies include collaborative learning, situated or anchored learning activities, and problem-solving approaches that engage students in realistic scenarios.
SLA Theories-Chapter 6
The document discusses several theories of second language acquisition, including Krashen's input hypothesis and the interaction hypothesis. According to Krashen, language acquisition occurs subconsciously when learners are exposed to comprehensible input at a level slightly above their current abilities. The interaction hypothesis posits that acquisition happens through negotiation of meaning between individuals. Piaget's theory of cognitive development includes stages that children progress through, while Vygotsky emphasized that social interaction and cultural experiences shape development within a zone of proximal development.
Lev Vygotsky
Lev Vygotsky was a seminal Russian psychologist known for his sociocultural theory of cognitive development. He believed that learning occurs through interactions with others, and that teachers can control factors like tasks and responses to promote growth. Vygotsky defined the zone of proximal development as the area between what a learner can do independently and with guidance. Teachers facilitate learning by directing dialogue and confirming contributions to motivate students. Locus of control refers to whether students believe their success is internally or externally controlled, with internal students feeling in control of their destiny and external students feeling others control their outcomes.
FIVE LENSES INTO THE WORK OF LEV SEMENOVICH VYGOTSKY
FIVE LENSES INTO THE WORK OF LEV SEMENOVICH VYGOTSKY A group project presented by Stefan Carretero, Casey Cummings, Kim Csapo-Ebert, Paul Gruhn, Jonathan Lake
March 2017 - EDLD 813 – Theory in Education Research
Vygotsky / Constructivist Theory
Social Development Theory was developed by Soviet psychologist Lev Vygotsky. He believed that social interaction and culture play a key role in cognitive development. Vygotsky focused on how language and interactions with more knowledgeable others in a child's zone of proximal development can aid learning. Some strategies that implement his ideas include scaffolding, reciprocal teaching, and guided instruction where students work together and share problem solving approaches. While it is not specific to any subject, Social Development Theory emphasizes how social and cultural experiences shape thinking skills and understanding through interactions between peers and more experienced individuals.
Lev vygotsky Theory of Development & Contribution to Educational Instructions
Lev Vygotsky was a Russian psychologist who developed the theory of social development. He believed that social interaction and culture strongly influence cognitive development. Vygotsky placed importance on the more knowledgeable other and the zone of proximal development. He argued that learning occurs on two levels: first through social interaction, then integrated into the individual's mental functions. Vygotsky's theories emphasize how culture shapes children's learning and development.
Vygotsky
Lev Vygotsky believed that cognitive development is determined by culture and social learning. He argued that learning leads development and that individual development cannot be understood without considering the social and cultural context. Vygotsky focused on the mechanisms of development rather than distinct stages like Piaget. He rejected the idea that a single principle explains cognitive development and instead proposed that external knowledge becomes internalized through social interaction and tool use. Vygotsky introduced concepts like the Zone of Proximal Development and scaffolding to explain how social learning and instruction can facilitate cognitive development within a child's potential.
Inner speech
- The document discusses inner speech, which is a running verbal commentary people have about themselves and their world.
- Research has found that inner speech frequently focuses on the self, what others think of the self, and planning/problem-solving. It also serves functions like self-regulation, memory, and decision-making.
- A study had over 500 participants list what they typically say to themselves in inner speech. It found inner speech often focused on self-evaluation, emotions, relationships, and planning tasks or remembering things.
Social constructivism
This document discusses social constructivism and its key dimensions. Social constructivism is a theory that knowledge is constructed through social interactions and discussions with others. It emphasizes that learning occurs not through transmission from experts but through collaboration. The key dimensions discussed are sociocultural learning theory, the classroom as a community of learners, cognitive apprenticeship, and situated cognition.
Lev Vygotsky And Sociocultural Theory
This document provides an overview of Lev Vygotsky's sociocultural theory, including its four basic principles: 1) language plays a central role in development, 2) development cannot be separated from its social context, 3) learning can lead development, and 4) children construct their own knowledge. It discusses key concepts such as the zone of proximal development and internalization. The history of sociocultural theory is also briefly outlined, noting contributions from Vygotsky, Luria, Leontiev, and Lantolf.
Vygotsky's Socio-cultural Theory
This includes the biography of Vygotsky and his thoery on Socio-culture and Zone of Proximal Development.
A Brief Comparison Of Constructivism & Social Learning V3
The document discusses theories of constructivism and social learning. Constructivism proposes that individuals actively construct knowledge through integrating new information with prior knowledge. Social learning emphasizes the importance of social interactions and observing others in the development of literacy and learning. Key aspects of constructivism include inquiry-based learning, schema, metacognition, and social constructivism. Key aspects of social learning are transactional/reader response theory and social learning theory. Both constructivism and social learning involve active engagement and learning from experiences.
Sociocultural theory zahra farajnezhad
Every function in the child’s cultural development appears twice: first, on the social level, and later, on the individual level; first, between people (interpsychological) and then inside the child (intrapsychological). This applies equally to voluntary attention, to logical memory, and to the formation of concepts. All the higher functions originate as actual relationships between individuals. (Vygotsky, 1978, p.57)
“the distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance, or in collaboration with more capable peers.”
Vygotsky’s cognitive theory
Lev Vygotsky was a Russian psychologist who developed the theory of social constructivism, focusing on the important role of culture and social interaction in cognitive development. His theory proposes that intellectual development depends on cultural tools like language and counting systems. In contrast to Piaget, Vygotsky believed that cognitive development is strongly linked to input from others and occurs through social learning within a child's zone of proximal development with scaffolding from more knowledgeable individuals. His theory emphasizes using private speech and cooperative learning to internalize cultural knowledge and self-regulate independent thinking.
lev vygotsky ppt
Lev Vygotsky was a Russian psychologist who developed theories about cognitive development and the role of social learning. His theory of the Zone of Proximal Development proposed that learning occurs through collaboration with more knowledgeable others. This document discusses Vygotsky's theories and applies them to how children learn through social interaction, observation, and instruction from teachers and peers. It also outlines Vygotsky's model of the information search process and how teachers and librarians can scaffold this process by providing guidance, feedback and collaboration within students' zones of proximal development.
The social interactionalist theory Bruner presentation
Jerome Bruner proposed three modes of cognitive representation that develop sequentially in children: enactive (action-based), iconic (image-based), and symbolic (language-based). He believed that as children mature, their thinking becomes more complex as they progress through these three modes. Bruner's research found that children begin to regularly use symbolic representation, such as language, around ages 6-7 to mentally manipulate and transform visual information. His theory was supported by experiments showing that shielding visual cues encouraged symbolic thinking abilities earlier than if images were visible. However, some like Noam Chomsky criticized the theory, arguing that language development depends more on innate abilities than environmental influences.
343 educational implications of vygosky’s theory1
1. Vygotsky's theory emphasizes scaffolding students' learning through collaborative activities, challenging tasks broken into simpler parts, and instruction within students' zone of proximal development.
2. Constructivism views learning as active knowledge construction through social interactions, with students making sense of information.
3. Approaches like problem-based learning, inquiry learning and cognitive apprenticeship promote student-centered, active learning through problem-solving, hypothesis testing, and guidance from experts.
Socio-cultural Development - Vygotsky
The document discusses Lev Vygotsky's socio-cultural theory of development. It explains that Vygotsky believed cognitive development occurs through social interactions and is mediated by language and culture. A key concept is the Zone of Proximal Development, which is the difference between what a child can do independently and what they can do with guidance and is the area where maximum learning occurs. Scaffolding from adults and peers helps children learn new skills within their ZPD."
Vygotsky\'s Theory of Cognitive Development
Lev Vygotsky believed that cognitive development is primarily shaped by social and cultural factors. He rejected the idea of fixed developmental stages and instead focused on the mechanisms that drive development. Vygotsky argued that higher mental functions originate through social interactions and language use before becoming internalized. A key concept is the Zone of Proximal Development, which represents the gap between what a child can do independently and what they can do with guidance. Within the ZPD, instruction can promote cognitive growth.
More Related Content
What's hot
Cognitive Approaches to Learning:Socio-cultural theory by Lev Vygotsky
Lev Vygotsky was a Russian psychologist known for his sociocultural theory of cognitive development. He believed that cognitive development occurs through social interaction and language. According to Vygotsky, higher mental functions develop from lower mental functions and are mediated by tools and signs from a culture, including language, which allows internalization of cognitive processes. A key concept is the Zone of Proximal Development, defined as the difference between what a learner can do independently and what they can do with guidance and collaboration, highlighting the role of social learning.
Vygotsky updated (1)
Lev Vygotsky was a Russian psychologist who developed the sociocultural theory of cognitive development, which emphasizes how social interaction and culture impact cognitive development. He believed that community plays a central role in the process of "making meaning." A key concept is the Zone of Proximal Development, which is a child's potential development when aided by a more knowledgeable other such as a teacher or peer. According to Vygotsky, learning occurs in this zone through scaffolding assistance from others.
Lev vygotsky and his work on cognitive development
Lev Vygotsky developed a sociocultural approach to cognitive development that emphasized the role of social interaction and culture. He believed that social learning precedes development, unlike Piaget who argued that development must precede learning. Vygotsky's theories stress that community plays a central role in how children develop cognition and make meaning. He introduced concepts like the Zone of Proximal Development and more knowledgeable other to describe how guided learning from social interactions helps children develop skills and strategies they can later use independently. Vygotsky argued that language and thought merge around age three and that internalizing language through private and inner speech drives cognitive development.
Social Constructivism by Lev Vygotsky
Lev Vygotsky's social constructivist theory posits that culture provides cognitive tools like language and social context that influence cognitive development. According to this view, knowledge is constructed through social interactions and cultural influences. Effective social constructivist teaching strategies include collaborative learning, situated or anchored learning activities, and problem-solving approaches that engage students in realistic scenarios.
SLA Theories-Chapter 6
The document discusses several theories of second language acquisition, including Krashen's input hypothesis and the interaction hypothesis. According to Krashen, language acquisition occurs subconsciously when learners are exposed to comprehensible input at a level slightly above their current abilities. The interaction hypothesis posits that acquisition happens through negotiation of meaning between individuals. Piaget's theory of cognitive development includes stages that children progress through, while Vygotsky emphasized that social interaction and cultural experiences shape development within a zone of proximal development.
Lev Vygotsky
Lev Vygotsky was a seminal Russian psychologist known for his sociocultural theory of cognitive development. He believed that learning occurs through interactions with others, and that teachers can control factors like tasks and responses to promote growth. Vygotsky defined the zone of proximal development as the area between what a learner can do independently and with guidance. Teachers facilitate learning by directing dialogue and confirming contributions to motivate students. Locus of control refers to whether students believe their success is internally or externally controlled, with internal students feeling in control of their destiny and external students feeling others control their outcomes.
FIVE LENSES INTO THE WORK OF LEV SEMENOVICH VYGOTSKY
FIVE LENSES INTO THE WORK OF LEV SEMENOVICH VYGOTSKY A group project presented by Stefan Carretero, Casey Cummings, Kim Csapo-Ebert, Paul Gruhn, Jonathan Lake
March 2017 - EDLD 813 – Theory in Education Research
Vygotsky / Constructivist Theory
Social Development Theory was developed by Soviet psychologist Lev Vygotsky. He believed that social interaction and culture play a key role in cognitive development. Vygotsky focused on how language and interactions with more knowledgeable others in a child's zone of proximal development can aid learning. Some strategies that implement his ideas include scaffolding, reciprocal teaching, and guided instruction where students work together and share problem solving approaches. While it is not specific to any subject, Social Development Theory emphasizes how social and cultural experiences shape thinking skills and understanding through interactions between peers and more experienced individuals.
Lev vygotsky Theory of Development & Contribution to Educational Instructions
Lev Vygotsky was a Russian psychologist who developed the theory of social development. He believed that social interaction and culture strongly influence cognitive development. Vygotsky placed importance on the more knowledgeable other and the zone of proximal development. He argued that learning occurs on two levels: first through social interaction, then integrated into the individual's mental functions. Vygotsky's theories emphasize how culture shapes children's learning and development.
Vygotsky
Lev Vygotsky believed that cognitive development is determined by culture and social learning. He argued that learning leads development and that individual development cannot be understood without considering the social and cultural context. Vygotsky focused on the mechanisms of development rather than distinct stages like Piaget. He rejected the idea that a single principle explains cognitive development and instead proposed that external knowledge becomes internalized through social interaction and tool use. Vygotsky introduced concepts like the Zone of Proximal Development and scaffolding to explain how social learning and instruction can facilitate cognitive development within a child's potential.
Inner speech
- The document discusses inner speech, which is a running verbal commentary people have about themselves and their world.
- Research has found that inner speech frequently focuses on the self, what others think of the self, and planning/problem-solving. It also serves functions like self-regulation, memory, and decision-making.
- A study had over 500 participants list what they typically say to themselves in inner speech. It found inner speech often focused on self-evaluation, emotions, relationships, and planning tasks or remembering things.
Social constructivism
This document discusses social constructivism and its key dimensions. Social constructivism is a theory that knowledge is constructed through social interactions and discussions with others. It emphasizes that learning occurs not through transmission from experts but through collaboration. The key dimensions discussed are sociocultural learning theory, the classroom as a community of learners, cognitive apprenticeship, and situated cognition.
Lev Vygotsky And Sociocultural Theory
This document provides an overview of Lev Vygotsky's sociocultural theory, including its four basic principles: 1) language plays a central role in development, 2) development cannot be separated from its social context, 3) learning can lead development, and 4) children construct their own knowledge. It discusses key concepts such as the zone of proximal development and internalization. The history of sociocultural theory is also briefly outlined, noting contributions from Vygotsky, Luria, Leontiev, and Lantolf.
Vygotsky's Socio-cultural Theory
This includes the biography of Vygotsky and his thoery on Socio-culture and Zone of Proximal Development.
A Brief Comparison Of Constructivism & Social Learning V3
The document discusses theories of constructivism and social learning. Constructivism proposes that individuals actively construct knowledge through integrating new information with prior knowledge. Social learning emphasizes the importance of social interactions and observing others in the development of literacy and learning. Key aspects of constructivism include inquiry-based learning, schema, metacognition, and social constructivism. Key aspects of social learning are transactional/reader response theory and social learning theory. Both constructivism and social learning involve active engagement and learning from experiences.
Sociocultural theory zahra farajnezhad
Every function in the child’s cultural development appears twice: first, on the social level, and later, on the individual level; first, between people (interpsychological) and then inside the child (intrapsychological). This applies equally to voluntary attention, to logical memory, and to the formation of concepts. All the higher functions originate as actual relationships between individuals. (Vygotsky, 1978, p.57)
“the distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance, or in collaboration with more capable peers.”
Vygotsky’s cognitive theory
Lev Vygotsky was a Russian psychologist who developed the theory of social constructivism, focusing on the important role of culture and social interaction in cognitive development. His theory proposes that intellectual development depends on cultural tools like language and counting systems. In contrast to Piaget, Vygotsky believed that cognitive development is strongly linked to input from others and occurs through social learning within a child's zone of proximal development with scaffolding from more knowledgeable individuals. His theory emphasizes using private speech and cooperative learning to internalize cultural knowledge and self-regulate independent thinking.
lev vygotsky ppt
Lev Vygotsky was a Russian psychologist who developed theories about cognitive development and the role of social learning. His theory of the Zone of Proximal Development proposed that learning occurs through collaboration with more knowledgeable others. This document discusses Vygotsky's theories and applies them to how children learn through social interaction, observation, and instruction from teachers and peers. It also outlines Vygotsky's model of the information search process and how teachers and librarians can scaffold this process by providing guidance, feedback and collaboration within students' zones of proximal development.
The social interactionalist theory Bruner presentation
Jerome Bruner proposed three modes of cognitive representation that develop sequentially in children: enactive (action-based), iconic (image-based), and symbolic (language-based). He believed that as children mature, their thinking becomes more complex as they progress through these three modes. Bruner's research found that children begin to regularly use symbolic representation, such as language, around ages 6-7 to mentally manipulate and transform visual information. His theory was supported by experiments showing that shielding visual cues encouraged symbolic thinking abilities earlier than if images were visible. However, some like Noam Chomsky criticized the theory, arguing that language development depends more on innate abilities than environmental influences.
343 educational implications of vygosky’s theory1
1. Vygotsky's theory emphasizes scaffolding students' learning through collaborative activities, challenging tasks broken into simpler parts, and instruction within students' zone of proximal development.
2. Constructivism views learning as active knowledge construction through social interactions, with students making sense of information.
3. Approaches like problem-based learning, inquiry learning and cognitive apprenticeship promote student-centered, active learning through problem-solving, hypothesis testing, and guidance from experts.
What's hot (20)
Cognitive Approaches to Learning:Socio-cultural theory by Lev Vygotsky
Cognitive Approaches to Learning:Socio-cultural theory by Lev Vygotsky
Lev vygotsky and his work on cognitive development
Lev vygotsky and his work on cognitive development
FIVE LENSES INTO THE WORK OF LEV SEMENOVICH VYGOTSKY
FIVE LENSES INTO THE WORK OF LEV SEMENOVICH VYGOTSKY
Lev vygotsky Theory of Development & Contribution to Educational Instructions
Lev vygotsky Theory of Development & Contribution to Educational Instructions
A Brief Comparison Of Constructivism & Social Learning V3
A Brief Comparison Of Constructivism & Social Learning V3
The social interactionalist theory Bruner presentation
The social interactionalist theory Bruner presentation
Viewers also liked
Socio-cultural Development - Vygotsky
The document discusses Lev Vygotsky's socio-cultural theory of development. It explains that Vygotsky believed cognitive development occurs through social interactions and is mediated by language and culture. A key concept is the Zone of Proximal Development, which is the difference between what a child can do independently and what they can do with guidance and is the area where maximum learning occurs. Scaffolding from adults and peers helps children learn new skills within their ZPD."
Vygotsky\'s Theory of Cognitive Development
Lev Vygotsky believed that cognitive development is primarily shaped by social and cultural factors. He rejected the idea of fixed developmental stages and instead focused on the mechanisms that drive development. Vygotsky argued that higher mental functions originate through social interactions and language use before becoming internalized. A key concept is the Zone of Proximal Development, which represents the gap between what a child can do independently and what they can do with guidance. Within the ZPD, instruction can promote cognitive growth.
Vygotsky socio cultural theory
Lev Vygotsky was a Russian psychologist known for his socio-cultural theory of cognitive development. The theory emphasizes how social interaction and culture impact cognitive development, with two main principles being the more knowledgeable other and the zone of proximal development. Vygotsky believed that learning occurs through social interaction and language plays a central role in mental development.
Sla teacher interview
This document discusses how SLA (second language acquisition) theories play a role in a teacher's Sookmyung University GEP class. It provides the teacher and student profiles, and describes how the teacher applies various SLA theories before, during, and after class. These include Swain's output hypothesis, Krashen's comprehensible input theory, and McLaughlin's information processing model before class. During class, the teacher focuses on Swain's pushed output, Bloom's taxonomy, and Vygotsky's ZPD. Suggestions for the class include lowering students' affective filters, using the whiteboard more to stimulate memory, and incorporating more creative activities based on Bloom's taxonomy.
Piaget cognitive development theory
- Jean Piaget was a Swiss psychologist who developed a theory of cognitive development. He believed that children construct an understanding of the world through experiences interacting with objects and people.
- Piaget identified four stages of cognitive development: sensorimotor, preoperational, concrete operational, and formal operational. In the preoperational stage from ages 2-7, children begin to use language and think symbolically but still struggle with logical reasoning and conservation.
- Key concepts in Piaget's theory include schemas, assimilation, accommodation, and equilibration as children adjust their mental models to maintain equilibrium with new information from their environments.
Piaget
Piaget's theory of cognitive development consists of 4 main stages:
1) Sensory-motor stage (0-2 years): Children understand the world through senses and physical actions. Object permanence emerges around age 2.
2) Pre-operational stage (2-7 years): Symbolic thought and language develop but logical operations have not emerged. Thinking is egocentric and based on perception.
3) Concrete operational stage (7-11 years): Children can think logically and conserve quantities for concrete objects and events.
4) Formal operational stage (11-15+ years): Abstract and hypothetical thinking emerges allowing for planning, propositional thought, and scientific reasoning. Development occurs through processes of assimilation
Child development, chapter 6, Caprice Paduano
The document discusses cognitive development in infancy based on Piaget's theories. It covers Piaget's stages of cognitive development from the sensorimotor period to the beginnings of symbolic thought. Several approaches to measuring infant intelligence are also examined, including developmental scales, information processing, and the fundamentals of early language development from babbling to first words and sentences.
Article zone-of-proximal-development-l-vygotsky
Vygotsky proposed the concept of the zone of proximal development (ZPD), which is the difference between what a learner can do independently and what they can achieve with guidance and collaboration. Within the ZPD, learners can solve problems with assistance from a teacher or more capable peer. Scaffolding from a more knowledgeable person allows the learner to then internalize new skills and master tasks on their own. An example is provided of a tennis student struggling with her forehand grip but then improving with guidance from the instructor within her ZPD.
10410569 personality-development
The document provides an overview of Erik Erikson's stages of psychosocial development and Sigmund Freud's theories of psychosexual and psychodynamic development. Erikson's stages span from infancy to late adulthood and involve resolving crises related to trust, autonomy, initiative, identity and more. Freud's psychosexual theory describes oral, anal, phallic, latency and genital stages centered around erogenous zones. His structural model of personality divides the psyche into the id, ego and superego. The document defines each concept and provides examples to illustrate Erikson and Freud's influential yet complex theories of human growth and behavior.
Vygotsky
The document discusses different learning theories, focusing on constructivism and Vygotsky's social development theory. Constructivism emphasizes student motivation, relevance of learning, and preventing inert knowledge. Vygotsky's theory proposes that social interaction and culture influence cognitive development. Key concepts include the zone of proximal development, the more knowledgeable other, and scaffolding. Scaffolding involves building on students' levels of development through temporary and individualized support to promote independent learning. The implications are that education should discover and develop each student's creative potential through personal activities guided by teachers.
Scaffolding and zone of proximal development
Scaffolding refers to providing contextual supports for learning through simplified language, modeling, visuals and cooperative learning. It involves guiding a learner's development with focused questions and interactions. Jerome Bruner first introduced the theory of scaffolding in the 1950s to describe how parents facilitate children's language acquisition through informal instruction. Lev Vygotsky introduced the concept of the Zone of Proximal Development (ZPD), defined as the difference between what a learner can do independently and what they can do with guidance. Within the ZPD, learning is most effective when aimed at the learner's potential rather than independent level. Scaffolding helps learners develop skills within their ZPD before the supports are gradually removed.
Krashen
Stephen Krashen developed theories of second language acquisition that reject the central role of grammar instruction and emphasize communication and comprehensible input. His theories were influenced by Vygotsky's work on cognitive development and the zone of proximal development. Krashen proposed five main hypotheses: acquisition-learning, monitor, natural order, input, and affective filter. According to Krashen, language is acquired through meaningful interaction and comprehensible input rather than formal instruction. The natural approach focuses on developing basic communication skills through activities that lower students' anxiety and increase comprehensible input, such as pictures, real-world tasks, and group work. However, some linguists disagree with Krashen's view and argue that formal instruction may be better
Cognitive and social constructivism. powell
This document discusses cognitive and social constructivism as approaches for an effective classroom. It explains that cognitive constructivism is based on Piaget's theory that learning is an individual process of constructing knowledge from experiences. Social constructivism, developed from Vygotsky's work, views learning as a social process where ideas are constructed through interactions with others. The document provides details on Piaget's stages of development and Vygotsky's theories of the zone of proximal development and social interaction to illustrate how these constructivist approaches can guide teaching methods and strategies.
Computer Assisted Language Learning (CALL)
This document discusses the history and uses of Computer Assisted Language Learning (CALL). It explains that CALL has evolved from using computers as tutors for drills and practice, to viewing them as tools for writing, presenting, researching, and global communication. The computer can serve various roles, from offering language drills to stimulating discussion and interaction, or acting as a medium for authentic materials online. CALL approaches have shifted from behaviorist repetition drills to those based on communicative language teaching.
Vygotsky Theory
Lev Vygotsky was a Russian psychologist who developed the sociocultural theory of cognitive development, which emphasizes how social interaction and culture impact cognitive development. He believed that community plays a central role in the process of "making meaning." A key concept is the Zone of Proximal Development, which is a child's potential development when aided by a more knowledgeable other such as a teacher or peer. Vygotsky argued that optimal learning occurs in the Zone of Proximal Development through guided collaboration with others.
Vygotsky
Lev Vygotsky was a Russian psychologist who developed the sociocultural theory of cognitive development. He believed that social interaction and cultural tools shape children's cognitive development. Vygotsky emphasized that learning occurs through social interactions within a child's zone of proximal development, with guidance from more knowledgeable others. In contrast to Piaget, Vygotsky saw cognitive development as continuous rather than stage-based, and emphasized the role of language and culture in intellectual development.
Sample outline for speech of tribute
This document provides an outline for a speech honoring a high school English teacher named Jean Wright. The outline includes an introduction describing Ms. Wright's positive influence, a three-part body discussing her qualities of warmth, courage, and concern for others, and a conclusion reinforcing her impact. Examples from anecdotes are used to illustrate each of Ms. Wright's qualities.
Viewers also liked (17)
Similar to SLA Theories-Chapter 6
SLA
The document discusses two main theories of second language acquisition: the innatist "in-the-head" view proposed by theorists like Chomsky and Krashen, and the social "between-heads" view proposed by theorists like Long and Vygotsky, who believe language develops through social interaction. It then provides more details on Vygotsky's sociocultural theory, including concepts like the zone of proximal development and mediation, and compares his views to those of Piaget.
Language learning pathways: The Ecology and semiotics of LL
Language learning pathways: The Ecology and semiotics of LLIslamic Azad University (IAU)- دانشگاه آزاد اسلامی
This document discusses language learning from an ecological and semiotic perspective. It outlines common views on second language learning, including triggers, input, negotiation of meaning, and affordances. An ecological approach views language as emerging from relationships between learners and their environment. Key aspects of this approach include viewing language learning as relational, contextual, emergent, and emphasizing quality over standards. An ecological perspective provides foreign language educators a framework for teaching meaning in its varied forms rather than just a linguistic code.Presentation1 final.pptx of fwhgvsxyxwegjhwvxggwefdyvj
Lev Vygotsky was a pioneering Soviet psychologist born in 1896 in Russia who made significant contributions to developmental psychology, education, and cognitive science before his death in 1934. Vygotsky's work focused on how social interaction and cultural tools influence cognitive development. He introduced concepts like the Zone of Proximal Development and emphasized that learning occurs through guided collaboration within a learner's ZPD. Vygotsky's theories stressed the role of social and cultural factors in learning, in contrast to some views of individual development. His ideas have greatly impacted education practices that promote collaborative and scaffolded learning.
Vygotsky
Vygotsky's sociocultural theory posits that cognitive development occurs through social interaction and is mediated by language and culture. It emphasizes how learning occurs in the Zone of Proximal Development through collaboration with more knowledgeable others. According to the theory, higher order thinking develops first on a social level through interaction, then on an individual level. The implications for education include using strategies like scaffolding that support student learning within their ZPD.
SocioCultural Dimensions of Learning
The document discusses sociocultural dimensions of learning. It states that learning is influenced by social interactions and relationships with others. When learners can interact and collaborate with others on tasks, their learning can be enhanced. Social learning settings that respect diversity can encourage flexible thinking and social skills. Interactive and collaborative contexts allow individuals to gain new perspectives and reflective thinking, which can boost cognitive, social, and moral development as well as self-esteem. Positive relationships that provide stability and trust can increase learner self-respect and sense of belonging, creating a supportive climate for learning.
Second language acquisition
The document discusses several theories of second language acquisition, including:
1. Krashen's Input Hypothesis which distinguishes between subconscious language acquisition and conscious language learning, and emphasizes the importance of comprehensible input.
2. Long's Interaction Hypothesis which builds on Krashen and argues that modified interaction between learners and others provides comprehensive input.
3. Research showing that aspects of language like grammar are more easily acquired during childhood, while factors like accent are most influenced by age of acquisition. Overall, age should not deter second language learning.
Context culture .... m. wendt
This document discusses constructivist theory and its implications for research on foreign language methodology. It argues that constructivism provides a framework for linking qualitative, ethnographic research with cognitive research on foreign language acquisition. Constructivism views contexts and mental processes holistically and sees perception as the construction of meaning in educational and cultural contexts. The document advocates for qualitative research methods in addition to quantitative methods to better account for individual learners' interpretations and mental constructions of reality in different contexts. It explores how constructivism can inform research on topics like concept formation, attitudes, and subjective theories.
SOCIO-CULTURAL PERSPECTIVES OF DEVELOPMENT
This document discusses socio-cultural perspectives on development as proposed by Lev Vygotsky. Vygotsky believed that individual development originates from social interactions and is mediated through culturally provided tools and language. He introduced concepts like the Zone of Proximal Development to describe how learning occurs through guided participation between novices and experts. According to socio-cultural views, cognitive development depends on social and cultural practices that scaffold children's learning as they appropriate skills and knowledge from their community.
Social constructivism
This document discusses social constructivism and its key dimensions. Social constructivism is a theory that emphasizes social aspects of learning and suggests that knowledge is constructed through discussion and interaction with others. It has become influential in education. Some dimensions discussed are sociocultural learning theory, the classroom as a community of learners, cognitive apprenticeship, and situated cognition.
Calculus
The document discusses Lev Vygotsky's sociocultural learning theory, including concepts like mediated learning, zone of proximal development (ZPD), scaffolding, and the role of language and psychological tools in development. Mediated learning involves more capable peers or teachers helping learners develop skills within their ZPD through scaffolding and modeling strategies. Vygotsky believed cognitive development depends on social interactions and appropriating cultural tools like language and symbols.
Geometry
The document discusses Lev Vygotsky's sociocultural learning theory, including concepts like mediated learning, zone of proximal development (ZPD), scaffolding, and the role of language and psychological tools in development. Mediated learning involves more capable peers or teachers helping learners develop skills within their ZPD through scaffolding and modeling strategies. Vygotsky believed cognitive development depends on social interactions and appropriating cultural tools like language and symbols.
Social Thinking Journal Article
This document summarizes a treatment approach called Social Thinking for students with social learning and pragmatic challenges. It describes how social skills develop in neurotypical children and introduces the ILAUGH model and Social Thinking vocabulary to teach social concepts. The ILAUGH model covers initiation, listening, abstract thinking, perspective-taking, big picture thinking, humor, and human relationships. Teaching social concepts makes the abstract concrete and provides a framework for intervention.
Personality and language learning
This document discusses several key concepts in psycholinguistics and language acquisition, including:
1. The affective domain and how it relates to successful language learning alongside the cognitive domain.
2. Egosentric factors like self-esteem and inhibition that can impact language acquisition.
3. Transactional factors such as empathy, extroversion, and aggression and their roles in social interactions important for language learning.
4. Theories of motivation including basic human needs/drives and instrumental vs. integrative motivation.
The document provides an overview of these important psychological and social factors in understanding second language acquisition.
Social Constructivist.pptx
Social constructivism focuses on the collaborative nature of learning. Knowledge develops from how people interact with each other, their culture, and society at large. Students rely on others to help create their building blocks, and learning from others helps them construct their own knowledge and reality. Social constructivism, a social learning theory developed by Russian psychologist Lev Vygotsky, posits that individuals are active participants in the creation of their own knowledge. While social constructionism focuses on the artifacts that are created through the social interactions of a group, social constructivism focuses on an individual's learning that takes place because of his or her interactions in a group. A very simple example is an object like a cup. Cognitive constructivism comes from the work of Jean Piaget and his research on cognitive development in children. Social. Social constructivism focuses on the collaborative nature of learning. Knowledge develops from how people interact with each other, their culture, and society at large. This is the Theory proposed by Piaget and Vygotsky.
Engl 625 Session 1
This document provides an overview and agenda for an introductory TESOL course. It outlines the course objectives which include exploring components of foreign language education, examining the role of culture, presenting concepts of second language acquisition, and encouraging critical thinking. It introduces key course materials and assignments. The document also summarizes several topics that will be covered in the course, such as shifting perspectives from traditional to critical pedagogy, learning theories in second language acquisition, and a sociocultural view of language. Students are instructed to sign up for presentations and read the syllabus.
Ed 140 Case Study
The document describes a case study conducted by the author at a community center tutoring program for refugee students in Seattle. The author observed tutoring sessions to see how language acquisition and critical thinking skills were developed using techniques grounded in educational theory. Scaffolding techniques like assigning reading roles helped students access their zone of proximal development. Incorporating students' backgrounds and experiences made learning more relevant. Group discussions that encouraged critical questioning helped enable students' ideological development.
Communicating cross culturally
The document discusses the importance of cultural competence for teachers in increasingly diverse classrooms. It outlines key cultural differences, such as ways of communicating, learning, and dealing with conflict, that teachers should be aware of. The document provides suggestions for teachers to gradually develop cultural competence, including building relationships, seeking cultural resources, and learning about students' cultures.
Social Constructivist Approaches
1. The document discusses social constructivist approaches to learning and development, comparing the theories of Piaget and Vygotsky. Vygotsky emphasized social contexts and mutual construction of knowledge, whereas Piaget focused more on individual cognitive development.
2. A key difference is that Vygotsky saw cognitive development as socially mediated, with learning occurring through interaction before development. In contrast, Piaget believed development must precede learning.
3. The concept of the Zone of Proximal Development describes what a learner can do with guidance compared to independently. Scaffolding refers to how teachers guide learning through focused questions and interactions.
Independent
This document discusses theories of learning styles and cognitive styles. It describes Field Dependence/Independence as a cognitive style referring to how dependent or independent a learner is on contextual cues. Learners with different styles may learn best in different environments - field dependent learners preferring social/structured settings, while field independent learners prefer self-directed learning. The document also outlines several theories of learning, including behaviorism, constructivism, and Chomsky's theory of language acquisition challenging behaviorism. Effective teaching is said to involve understanding and accommodating different learner styles.
Power point byron benitez
This document summarizes theories and concepts related to language acquisition and learning. It discusses:
- Theories of first language acquisition including behaviorist, nativist, and functional approaches.
- Similarities and differences between first and second language acquisition, including neurological factors.
- Learning theories including behaviorist, cognitive, and constructivist perspectives.
- Factors that influence second language learning such as stereotypes, acculturation, culture shock, transfer between languages, and errors vs mistakes.
- The relationship between language forms and functions.
- Models of second language acquisition including Krashen's input hypothesis and cognitive constructivist approaches.
Similar to SLA Theories-Chapter 6 (20)
Language learning pathways: The Ecology and semiotics of LL
Language learning pathways: The Ecology and semiotics of LL
Presentation1 final.pptx of fwhgvsxyxwegjhwvxggwefdyvj
Presentation1 final.pptx of fwhgvsxyxwegjhwvxggwefdyvj
More from esolinhighered
test
This one sentence document appears to be a title or label stating "Test PPT for Testing purpose". It suggests this is a test PowerPoint presentation being used for testing some unspecified purpose.
third lesson
This one sentence document appears to be a title or label stating "Test PPT for Testing purpose". It suggests this is a test PowerPoint presentation created for testing.
second resource
This one sentence document appears to be a title or label stating "Test PPT for Testing purpose". It suggests this is a test PowerPoint presentation created for testing.
test
This one sentence document appears to be a test PowerPoint presentation for testing purposes. It contains no other information beyond the title "Test PPT for Testing purpose".
rtwerewr
PHP is a server-side scripting language commonly used for web development. It was created in 1994 and has evolved significantly over time. PHP scripts can output HTML content as well as dynamically generate pages based on external data sources. PHP supports variables, arrays, operators, flow control structures, and functions to build robust web applications. It allows embedding code snippets directly into HTML files or calling HTML from PHP scripts.
Test
The document discusses upgrading USA Football's Drupal site from version 6 to version 7. It provides details on the new features in Drupal 7, the benefits of upgrading, and outlines a 19 step process for performing the upgrade. Key impacts of upgrading include a more robust, secure, and performant site that can better handle large amounts of data and easily upgrade to future versions of Drupal. The document also analyzes USA Football's current modules to see which require updates, customization, or replacement to work with Drupal 7.
Cultural Project Description
This document provides guidelines for creating a cultural project presentation about a selected country and culture. The presentation should include an introduction to the selected culture and country, key facts about the culture and how it relates to language learning and school achievement, a description of important cultural landmarks and geography, details about the people, clothing, food, language, and common stereotypes of the culture. It also provides suggestions for including questions, an interactive activity, and resources for students to further explore and appreciate the selected culture.
Cultural Project Description
The document provides guidance for creating a presentation on cultural projects. It outlines several sections to include in the presentation such as introducing the country and culture, describing geography and landmarks, comparing cultural aspects like clothing and food to the US, discussing the language, and addressing stereotypes. The presentation should help students appreciate cultural diversity and build understanding.
resource adddet from local
This document describes a Language Experience Approach (LEA) lesson conducted by an elementary school teacher in Florida. The teacher had students collect leaves outside, then guided them through describing the experience. As the students shared what they did, the teacher wrote down their words to create a class-generated text. The teacher had the students read the text together multiple times. This LEA lesson supported language acquisition for English learners and helped develop reading skills for all students.
uploaded from local to test
This document discusses classroom activities related to WIDA and CELLA testing for English language learners. It addresses Florida teacher standards regarding assessment issues that affect ELL learning, including cultural and linguistic bias in testing, assessing in two languages, sociopolitical and psychological factors, special education testing and giftedness assessment. Teachers are asked to review features of NCLB, implications of standardized versus performance-based assessment, how various factors impact ELL learning, and review WIDA standards and CELLA testing information to understand their effects on instruction and assessment of English learners.
Article-Legal Foundations (Decree)
This article summarizes the realization of an ESOL Endorsement in Florida in the early 1990s that required teacher education programs to integrate ESOL knowledge and competencies into existing programs. It describes how two officials from the Florida Department of Education helped establish this requirement. Pre-service teachers who completed courses and field experiences with an integrated methodology learned to consider ESOL needs and incorporate strategies naturally into their planning and instruction. The program aimed to help teachers cultivate diverse strategies to effectively instruct English learners in all classrooms.
Understanding the Implications of the Consent Decree
This document provides instructions for an activity to demonstrate understanding of the implications of the Florida Consent Decree for teaching English learners. Participants are asked to review resources on the history of ESOL education, the Florida Consent Decree establishing requirements for ESOL programs, and the CELLA English proficiency assessment. They then write a reflection on how increased knowledge of these topics from the provided resources can support teaching and learning for English learners. Their response will be evaluated based on criteria such as explaining how specific policies and assessments are used and how awareness of this information can enhance instruction for English learners.
Historical Time Line
This document provides instructions for an activity where students will create a timeline of important historical court cases and legal decisions regarding English Learners. The timeline aims to help students be more aware of ways to support ELs academically and socially. Students are instructed to search for an online timeline template and include key cases like Title VI of the Civil Rights Act of 1964. They should also briefly describe teaching strategies informed by their research to help ELs in the classroom. Tips are provided about how timelines can visually and sequentially organize information to support learning.
Consent Decree Power Point
The document summarizes the Florida Consent Decree, which provides a framework for compliance with federal and state laws regarding the education of English learners (ELs) in Florida. The consent decree has six parts that address identification and assessment of ELs; ensuring equal access to appropriate educational programming, categorical programs, and support services; personnel requirements for teachers of ELs; monitoring of school districts to ensure compliance; and outcome measures to evaluate EL progress. It was established in 1990 by a lawsuit and modified in 2003 to further support ELs in Florida schools.
Consent Decree Activity
This document outlines an activity to demonstrate knowledge of consent decrees and policies related to teaching English learners. It divides participants into five groups, each assigned to research a different legal case or policy document online. The groups will then present on how the knowledge gained from their assigned resource can inform and improve instruction for English learners. After presentations, participants will review additional state and federal laws that support the Florida Consent Decree and describe how these policies can benefit English learner teaching. The activity aligns with TESOL and Florida teacher standards regarding the history and application of English as a second language research.
Power Point Chapter Two
Transformation in education will lead to a culturally proficient society with empowered teachers. Culture is defined as a dynamic, learned, and shared system composed of surface and deep traits that help groups predict behaviors and survive. Educators must develop culturally proficient practices, believe in diversity, and facilitate learning for all students to establish an inclusive environment.
Power Point Chapter Three
Culture is a universal aspect of human life that is learned, shared, and transmitted through language. It includes the knowledge, beliefs, arts, laws, customs, and habits of a society. Culture is a set of common beliefs and values shared by a group that shapes how they perceive, think, communicate, and evaluate. While cultural patterns change over time, language and culture are closely related, and humans are bearers of culture. Technology has become foundational to education and life, and integrating it effectively into the classroom culture ensures it does not distract from learning. Stereotypes arise when behaviors of individuals are attributed to entire groups.
SLA Theories-Chapter 6
The document discusses several theories of second language acquisition, including Krashen's input hypothesis and the interaction hypothesis. According to Krashen, language acquisition occurs subconsciously when learners are exposed to comprehensible input at a level slightly above their current abilities. The interaction hypothesis posits that acquisition happens through negotiation of meaning between individuals. Piaget's theory of cognitive development includes stages that children progress through, while Vygotsky emphasized the role of social and cultural factors via interaction with more knowledgeable individuals in a child's zone of proximal development.
Methods-Building Developmental Lessons
This document provides a framework for developing effective lessons for English learners. It outlines that teachers should first (A) identify learners' language proficiency levels and objectives for what students should know and be able to do. Second (B), teachers should design step-by-step learning activities to accomplish the objectives. Finally (C), teachers should determine how they will measure whether students have achieved the intended outcomes.
More from esolinhighered (20)
Understanding the Implications of the Consent Decree
Understanding the Implications of the Consent Decree
SLA Theories-Chapter 6
- 1. Analyzing Theories of Second Language Acquisition and Development By: E. Platt, M. B. Mendoza, & T. Lucas Designed by: J. Govoni @ESOLinHigherEd. LLC
- 2. PRESENTATION OVERVIEW: TWO VIEWS I. In-the-Head View: LANGUAGE IS INNATE, THUS ACQUIRED; N. Chomsky, S. Krashen Alternative In-the-Head View: KNOWLEDGE EMERGES BY MEANS OF AN INDIVIDUAL’S INTERACTION WITH THE ENVIRONMENT; R. Piaget (No specific theory of language) II. Between-Heads View: LANGUAGE IS ACQUIRED THROUGH INTERACTION AND THE NEGOTIATION OF MEANING (Extension of Krashen’s view); M. Long Between-Heads View: LANGUAGE DEVELOPS IN LEARNERS IN A SOCIAL CONTEXT VIA THE MEDIATION OF THEIR KNOWLEDGE BY OTHERS AND/OR OBJECTS IN THEIR ENVIRONMENT; L. Vygotsky @ESOLinHigherEd. LLC
- 3. Jean Piaget (1896-1980) Source: http://www.biography.com/people/jean-piaget-9439915 @ESOLinHigherEd. LLC
- 4. Piaget’s Stages of Development Source: http://diyahlaily.files.wordpress.com/2013/01/stage-of-cognitive-development.gif @ESOLinHigherEd. LLC
- 5. Piaget YouTube: Piaget’s Developmental Theory: An Overview http://youtu.be/lEam9lpa6TQ Source: http://www.simplypsychology.org/piaget.html @ESOLinHigherEd. LLC
- 6. Lev S. Vygotsky (1896-1934) Culture is the primary determinant of cognitive development. Source: http://media.photobucket.com/user/startapper04/media/Random%20stuff/vygotsky.jpg. html?filters[term]=vygotsky&filters[primary]=images&filters[secondary]=videos&sort=1&o=1 @ESOLinHigherEd. LLC
- 7. A comparison Piagetian View: • It did not take into account that across cultures children are exposed to a wide range of formative experiences. • It was earlier assumed that developmental stages are universal, though Piaget later documented delays depending on external factors (i.e., education, economic class). • By the end of adolescence the developmental process is assumed to be complete. • It acknowledged different experiences across cultures. • It emphasizes social interaction and places less emphasis on stages of development. • Cognitive development occurs within a social context (i.e., the family circle, the classroom). • When adults perform challenging tasks, they often call upon other- and object-regulated processes as they become self-regulated. Schooling provides the platform for development of formal operations. • Vygotskian View: @ESOLinHigherEd. LLC
- 8. Sociocultural Theory (SCT) Key concepts: Zone of Proximal Development Mediation Internalization Regulation Intersubjectivity @ESOLinHigherEd. LLC
- 9. Zone of Proximal Development (ZPD) The distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance, or in collaboration with more capable peers (Vygotsky, 1978, p86). @ESOLinHigherEd. LLC
- 10. Zone of Proximal Development Source: http://tadahgroup.files.wordpress.com/2009/11/untitled2.jpg Vygotsky @ESOLinHigherEd. LLC
- 11. SCT Concepts MEDIATION: learning and development depend on how objects and others in the environment mediate, or negotiate through, their experiences. Mediation involves psychological tools such as gestures, use of the L1, decision-making systems, etc. INTERNALIZATION: Tasks accomplished on the external plane involving interaction with others and/or objects in the environment become internalized, or go underground, as a mental representation of the task. ZPD: As learners interact with their parents or others, their interaction provides a scaffolding to assist toward functioning more independently. @ESOLinHigherEd. LLC
- 12. More SCT Concepts In the classroom, ELs create meaning mediated within a context where their linguistic and cognitive skills come together, often when performing challenging tasks. Teachers must be skilled mediators. The classroom is where these processes occur and influence learners’ sense of self as unique cultural beings. Learners are self-regulated when they no longer require assistance and are able to perform a task independently. Learners performing tasks in pairs or groups need to ‘be on the same page’ regarding the procedures they use to accomplish the task. This is called establishing intersubjectivity. Teachers are able to establish intersubjectivity with ELs by understanding their cultural backgrounds, linguistic skills, and learning styles. @ESOLinHigherEd. LLC
- 14. Input and Interaction Views of Language Learning Input View Language is an ‘in-the-head’ phenomenon, and its system of forms is innate and rule-governed. I + 1 (‘the initial state + a little bit more’): messages must be comprehensible and slightly more complex than that of a speaker’s current linguistic knowledge. Interaction View This view entails a ‘between-heads’ approach. Acquisition takes place during interaction. When learners interact they negotiate meaning and in the process, they learn new forms. @ESOLinHigherEd. LLC
- 15. Comprehensible Input Krashen’s (i+1) represents what the teacher does FOR the learner. You Tube: Stephen Krashen-Comprehensible Input http://www.sk.com.br/sk-krash.html @ESOLinHigherEd. LLC
- 16. Source: http://esl.fis.edu/teachers/fis/scaffold/page1.htm The ZPD represents what the teacher does WITH the learner. @ESOLinHigherEd. LLC