Sociocultural Theory and Second Language Learning
“Language is the most pervasive and powerful cultural artefact that humans possess to mediate their connection to the world, to each other, and to themselves” [Lantolf & Thorne 2007:201]. The idea of mediation inherent in this notion of the language is a fundamental element of Sociocultural Theory [SCT], one of the most influential approaches to learning and mental development since the 1990s, drawing its origin from the work of soviet psychologist and semiotist Lev Vygotsky and his colleagues.
This essay aims to describe major principles of SCT and its central constructs, particularly Semiotic Mediation and The Zone of Proximal Development and gives examples of related research studies
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conversation].
1.1 The Linguistics Mediation of Psychological Processes
“Language as a mean of mediation”
According to Wertsch [1985], Vygotsky’s primary concern was with language as a psychological tool. His work paid particular attention to “the effect signs have on the psychology or cognition of communicating individuals.” [Mertz 1985:11]
This postulate implies that the move from elementary to higher mental processes is shaped and mediated by language. Foundation in cognitive development is social interaction, it is .therefore, important to emphasize that this transformation occurs within the social context.
At its core, Vygotsky’s theory investigates the mediating role of language in the cognitive development of children, however, the “social” principles underlying his theory can be applied into L2 context. Stemming from this idea, the process of second language acquisition is understood as a meaning-making collaborative activity.
1.2 Languages Mediating Sociocultural Though [Whorf]
“Language as shaper of ideas” & “You are what you speak”
According to Mertz [1985], the process of semiotic mediation described by Whorf is the same as that described by Vygotsky: “in both cases language is the medium by which external reality shapes internal psychology”[p.12]. Nevertheless, Whorf’s theory differs from Vygotsky’s theory in one aspect. Vygotsky focuses on children’s cognitive development, whereas Whorf “replaces children’s mental processes by wider-scale cultural
Many popular theories of second language acquisition have been analyzed throughout history. The socialization of L2 learners, their present emotional state that is present at time of acquisition, as well as the comprehensible input and output with the use of scaffolding play a major role in second language acquisition. Let us also not forget the importance of written expression as well as reading comprehension with these L2 learners. Each play a role in language development. However, I believe that in acquiring a language, one must use a variety of techniques that work together to create a balance within the learning environment. Furthermore, all L2 learners learn differently and so a variety of resources will need to be used based on the ability of each student. There are many theories that have been developed by highly qualified experts in the field on linguistics. However, I will address those areas that I agree with as I present my personal theories on second language acquisition.
Vygotsky proposed that children’s development is affected by their culture and social interaction. He also suggested that children are not born with knowledge but they gain it through their social interactions with peers and adults; he does not rule out the importance of biological processes but proposes an interdependent relationship between biological development alongside social activity and cultural interaction.
The above leads us to thinking about the Vygotsky language and, by extension, the role of the school and the teacher. In view that, we are immersed in any culture, the products of that culture are transmitted mostly by language. Also, picking up with the learning, Vygotsky handles the concept of Zone of Proximal Development, which refers to the
Lev Vygotsky believed that social and cognitive development work simultaneously to build and evolve on one another. He believed that social, cultural and personal experience cannot be detached from each other and many things influence the way children learn and develop, not just their own experiences, thus Vygotsky’s socio-cultural theory. Vygotsky’s ideas were and remain controversial as he had no specific training in psychology or children’s development. His preeminent contribution to children’s development is his recognition of the value of progressing knowledge by means of interaction with educators, peers and family (Mooney, 2000, p. 83). The major ideas of Vygotsky’s theory are scaffolding and the Zone of Proximal Development (ZPD). Scaffolding is a process Vygotsky described as the framework or temporary support for children’s learning. In order for scaffolding to be beneficial, it must be responsive to the child’s needs (Coon & Mitterer, 2013, pp. 106-107).
The approach is based on the idea that an individual’s activities occurs in a cultural context and can be best understood in their historical development (Kagitcibasi, 2012). Vygotsky developed this theory with the intent of coming up with a way to explain human behavior. The theory examined various subjects including the psychology of art, thought and language; and also focused on education of students with special needs. Vygotsky believed that caregivers, parents, peers, and culture at large play an important role in developing an individual’s higher order functions. There are various modern time interpretations of this theory with one focused on explaining human development. In this context, the sociocultural theory explains that learning is a social process and the society makes a significant contribution to individual development. The theory states that learning is based on interactions with other people and once this has happened, the information is then incorporated on a personal level (Hutchison,
In class we recently went more in-depth into cognitive development. With this expansion, we learned about well known theorist, Piaget and Vygotsky. To demonstrate their theories, My Virtual Life represented how cognitive growth and language growth could be shown in real life situations. With this intention, Scarlett futhers her understanding of how her environment is applicable to her and continues to excel in language development. Piaget's theory, is separated cognitive growth into sixth stages. Depending on what stage a child is in, is further categorized as either preoperational, concrete operational, and formal operational.
The article For the Love of Language by Geoffrey Cowley was published by Your Child's First Steps on October 2000. The author focuses on the importance of language and how children develop their language skills. Cowley states that the journey towards language starts in the womb and that babbling is the first step towards fluent speaking. Children also start associating names with objects around age one and children around two years old start to connect noun phrases with verb phrases. And lastly, children around seven months do not just seek out associations between words, but also extract principles governing word order. Cowley also uses terms like cochlear implant, mimicry, simple conditioning, operant conditioning, and specific language impairment (SLI).
According to Lev Vygotsky (1978), language plays a central role in social interaction since it is the primary means for making social
Vygotsky first became interested in educational psychology and child development when he worked as a teacher in 1917 (Dahms et al., n.d.). During this time, he concluded that the use of social exchange, cultural context, and “mastering higher order” all contribute to a child’s development (Bruner, 1997). Vygotsky noticed that social exchange, which is the interaction with others, mediates and contributes to one’s speech as well as one’s cultural context (Bruner, 1997).
Another socio-cultural factor which influences children’s language development is their cultural backgrounds and identity. A child’s cultural identity greatly influences the way they learn and their approach to education. “Teachers should
The work of Lev Vygotsky (1934) has become the foundation of much research and theory in cognitive development over the past several decades, particularly of what has become known as Social Development Theory. Vygotsky 's theories stress the fundamental role of social interaction in the development of cognition (Vygotsky, 1978), as he believed
In this theory, Vygotsky suggests the idea of scaffolding from external influences, including parents and teachers. To scaffold is “to use language and social interaction to guide children’s thinking” (Trawick-Smith, 2010, p.53). The key to do this properly, is to know how much or how little guidance to give the children.
Vygotsky’s sociocultural theory of development suggested that to develop cognitively, children must have social interaction. He also “believed that this lifelong process of development was dependent of social interaction and that social learning actually leads to cognitive development” (Riddle, 1999). Vygotsky believed that children 's social learning must come before social development. Vygotsky also believed that "human activities take place in cultural settings and cannot be understood apart from these settings" (Woolfolk, 2004). Therefore, our culture helps shape our cognition.
His thinking was influenced by Piaget, and Vygotsky actively tried to initiate a dialogue with Piaget about certain points of disagreements” (Broderick & Blewitt, 2009, p.101). Vygotsky believed a child’s cognitive development was gained through the interaction of one’s culture, as well as language, which is what prompted his theoretical perception development known as Vygotsky’s Sociocultural Theory. “Vygotsky’s promising life was cut short in 1934, when he succumbed to an attack of tuberculosis. In Vygotsky, we have another example of a truly great mind whose ideas have inspired the work of many students of cognitive development” (Broderick & Blewitt, 2009, p.101).
In Vygotsky’s theory of social and cultural influences, he emphasized his theory through three important themes: Culture, Language and Zone of Proximal Growth (ZPG). With culture, adolescents in the fourth division of education begin to integrate with people of different cultures. It gives them the advantage to listen to different beliefs, values, norms and attitudes of other people. It will have the student thinking and how he or she can understand a given theory. Second is language, the main component when it comes to communication. Similar to culture except learning through symbols, logic and sign language. For example: Janice is deaf, she may be unable to hear but can communicate with sign language and gestures. In the Zone of Proximal Growth, the student cannot do a task without the guidance of a supporter.