VYGOTSKY

SECOND LANGUAGE ACQUISITION

SCHOOLS

INTRODUCTION

• First language?

• Second language?

Acquisition

Unconscious effort

The study of individuals and groups who are learning a language

subsequent to learning their first one as young

children.

What is a How we learn a

The Behaviorists Position

THE MAIN REPRESENTANTS OF THIS POSITION ARE:

The constructivist Position

Vygotsky offered an alternative to Piaget’s constructivism

Piaget: Mind models the external world Human beings make sense of their world by means of their mental structures .

Vygotsky: External world models the mind Knowledge is internalization of social activity.

LEV SEMYONOVICH LEV SEMYONOVICH VIGOTSKY VIGOTSKY

Lev Semyonovich Vygotsky was born in Western Russia (Belorussia) in 1896.

He graduated with law degree at Moscow University. After graduation, he started teaching at various institutions.

Vygotsky's first big research project was in 1925 with his Psychology of Art.

A few years later, he pursued a career as a psychologist working with Alexander Luria and Alexei Leontiev.

Vygotsky had no formal training in psychology but it showed that he was fascinated by it.

After his death of tuberculosis in 1934, his ideas were repudiated by the government; however, his ideas were kept alive by his students.

Lev Semyonovich Vygotsky was born in Western Russia (Belorussia) in 1896.

He graduated with law degree at Moscow University. After graduation, he started teaching at various institutions.

Vygotsky's first big research project was in 1925 with his Psychology of Art.

A few years later, he pursued a career as a psychologist working with Alexander Luria and Alexei Leontiev.

Vygotsky had no formal training in psychology but it showed that he was fascinated by it.

After his death of tuberculosis in 1934, his ideas were repudiated by the government; however, his ideas were kept alive by his students.

SOCIOCULTURAL THEORY

Basically Vygotsky's theory suggests that Basically Vygotsky's theory suggests that development depends on interaction development depends on interaction Basically Vygotsky's theory suggests that Basically Vygotsky's theory suggests that development depends on interaction development depends on interaction

There are three ways a cultural tool can be There are three ways a cultural tool can be passed from one individual to anotherpassed from one individual to anotherThere are three ways a cultural tool can be There are three ways a cultural tool can be passed from one individual to anotherpassed from one individual to another

The second way is by instructed learning

The first one is imitative learning

The final way that cultural tools are passed to others is through collaborative learning,

1.1.Co

gniti

ve d

evel

opm

ent

Cogn

itive

dev

elop

men

tHe proposed that children learn through interactions with their

surrounding culture.

He proposed that children learn through interactions with their

surrounding culture.

Vygotsky studied child development and the significant roles of cultural

mediation and interpersonal communication.

Vygotsky studied child development and the significant roles of cultural

mediation and interpersonal communication.

vygotsky observed how higher mental functions developed

through social interactions with significant people in a child's life.

vygotsky observed how higher mental functions developed

through social interactions with significant people in a child's life.

IMPORTANT TERMS IN VYGOTSKYIMPORTANT TERMS IN VYGOTSKY’’S S THEORYTHEORY

2. THOUGHT AND LANGUAGE2. THOUGHT AND LANGUAGE

Vygotsky analyzes

the relationship

between words and

consciousness. Language starts as

a tool external to

the child used for

social interaction. self-ta

lk is used

more as a tool for

self-directed and

self-regulating

behavior.

2. THOUGHT AND LANGUAGE2. THOUGHT AND LANGUAGE

Vygotsky analyzes

the relationship

between words and

consciousness. Language starts as

a tool external to

the child used for

social interaction. self-ta

lk is used

more as a tool for

self-directed and

self-regulating

behavior.

ZONE OF PROXIMAL DEVELOPMENT

ZONE OF REAL DEVELOPMENT

ZONE OF POTENTIAL DEVELOPMENT

It's the concept that a

child accomplishes

a task that he/she cannot do alone, with the help from a

more skilled person.

SCAFFOLDING

SCAFFOLDI

NG

It is changing the level of support to suit the

cognitive potential of the child.

More support is offered when a child is having difficulty with a particular task.

APPLYING VYGOTSKY TO THE CLASSROOM

Teachers' roleTeachers' role

The teacher has the "task of guiding and directing the child's activity."  The teacher models

processes for students in a classroom environment.

"generate and lead development which is the result of social learning

through internalization of culture and social relationships."  

"generate and lead development which is the result of social learning

through internalization of culture and social relationships."  

OVERALL GOAL OF EDUCATION ACCORDING TO VYGOTSKY

TEACHING STRATEGIES BASED ON VYGOTSKY’S

THEORYINPUT

PROCESS

OUTPUT

Use the child’s zone of proximal development in teaching.

Use scaffolding.Use more-skilled peers as

teachers. Monitor and encourage

children’s use of private speech.

Transform the classroom with Vygotskian ideas.

THANKS FORYOUR ATTENTION…