Analyzing Theories of Second Language Acquisition and

Development

By: E. Platt, M. B. Mendoza, & T. LucasDesigned by: J. Govoni

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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

PRESENTATION OVERVIEW: TWO VIEWS

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Source: http://www.biography.com/people/jean-piaget-9439915

Jean Piaget (1896-1980)

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Source: http://diyahlaily.files.wordpress.com/2013/01/stage-of-cognitive-development.gif

Piaget’s Stages of Development

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Piaget

Source: http://www.simplypsychology.org/piaget.html

YouTube: Piaget’s Developmental Theory: An Overview

http://youtu.be/lEam9lpa6TQ

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

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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).

• Schooling provides the platform for development of formal operations.

• By the end of adolescence the developmental process is assumed to be complete.

Vygotskian View:• 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.

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Sociocultural Theory (SCT) Key concepts:

Zone of Proximal Development

Mediation

Internalization

Regulation

Intersubjectivity

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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).

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Source: http://tadahgroup.files.wordpress.com/2009/11/untitled2.jpg

Zone of Proximal Development

Vygotsky

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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.

SCT Concepts

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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.

More SCT Concepts

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Input and Interaction Views of Language Learning

Input ViewLanguage 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 ViewThis 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.

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You Tube: Stephen Krashen-Comprehensible Input http://www.sk.com.br/sk-krash.html

Krashen’s (i+1) represents what the teacher does FOR the learner.

Comprehensible Input

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The ZPD represents what the teacher does WITH the learner.

Source: http://esl.fis.edu/teachers/fis/scaffold/page1.htm