Sociocultural Perspective

The zone of proximal developmentScaffoldingThe participation metaphorCollaborative dialogue

Sociocultural theory – key concepts

ZPD (Vygotsky – 1930s Russia)

Scaffolding (Bruner, 1970s USA)

Participation (vs. Acquisition) (Sfard)

Collaborative dialogue (Wells, Mercer, Swain, Others)

ZPD

Vygotsky defined the ZPD as:

“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” (1978: 86).

(Gallimore & Tharp, 1990)

http://www.foridahoteachers.org/Images/zpd.gif

Using language fluently (without conscious effort)

ZPD

Using language reasonably fluently (with conscious effort)(self-regulated learner)

Using language with assistance from teacher or peer(other-regulated learner)

Language too difficult for learner

ZPD forms in situations; it is NOT in someone’s head

Scaffolding

The six features of scaffolding:

1. Recruiting interest in the task

2. Simplifying the task

3. Maintaining pursuit of the goal

4. Marking critical features and discrepancies between what has been produced and the ideal solution

5. Controlling frustration during problem solving

6. Demonstrating idealized version

Participation

task-as-plan vs. task-in-action

“learners are not wholly under the control of the teacher, [and] that they have some freedom concerning the nature and extent of their participation in class” (Allwright, 1980, p. 166).

Participation arises from:

Teacher, context, peers, task, previous knowledge etc

Learner contributions / interpretations / improvisations

Individual cognitive and social dynamics

Temporal / knock-on effects

Teacher: Wy are you late to school Eric. Eric: Ehmmh… im… went to the wrong school Yeh! thats rightTeacher: Eric!!! How did you manage to go to the wrong school.Eric: Eh… welTeacher: Answer me!!!!!!Eric: I lent map and my compas to a friend on that schoolTeacher: But you said that you did go to the wrong schoolEric: I did go to the wrong school befor I went to the other school

to pick up my mapTeacher: I GIV UP Well… let my take a look on your homeworkEric: I dident do my home workTeacher: WYEEric: Well… eh… becouse i… eh… my mom diddent come home last night and I was to wory to do my homeworkTeacher: Oh, I GIVE UP! Well... class, the lesson is over Take a brake

Student’s written output

Collaborative DialogueMorten: my mom --

Tim: didn't

(2)

Morten: come (1) home (...) last night

Tim: <L1 du you want to include this? L1>

well ehm --

Morten: and

(1) last night

and I was worry

Tim: last (.) NIGHT

(2)

Morten: and (.) I was worry?

Tim: I was --

(...) too worry to do my home work

Morten: ja

(1.5) <L1 how do you write L1> worry?

Tim: W-O-R-Y <L1 we write L1>@

Morten: so worry

Tim: I was too worry

(12 second pause)

Morten: <L1 let’s only do one more L1>

Tim: <L1 yes, like this L1>

and I --

(2) and I ehm --

and I --

(..) forget --

forgot to do my homework

(2)

Morten: too worry

(.) too worry to do my homework?

Tim: do (..) my (.) homework

References – Sociocultural theory

Cameron, L. (2001). Teaching languages to young learners. Cambridge, Cambridge University Press.

Donato, R. (1994). Collective scaffolding in second language learning. Vygotskian approaches to second language research. J. P. Lantolf and G. Appel. Norwood, NJ, Ablex: 33-56.

Gallimore, R. & Tharp, R. (1990). Teaching mind in society (pp. 175-205). In L. Moll (Ed.). Vygotsky and education: Instructional implications and social applications of sociohistorical psychology. New York: Cambridge University Press.

Mercer, N. (1995) The Guided Construction of Knowledge: talk amongst teachers and learners. Clevedon: Multilingual Matters

Sfard, A. (1998). On Two Metaphors for Learning and the Dangers of Choosing Just One. Educational Researcher 27: 4-13.

Vygotsky, L. S. (1978). Mind in Society: The development of higher psychological processes. Cambridge, MA, Harvard University Press.

The Nassaji and Swain Paper

For Next Week

Read the Sue Palmer article

Read the EBL handout

Diary – identify some key entries / points

Reflect on what you might want to look into during the EBL phase