TASK 2: COLLABORATIVE ACTIVITY
REVIEW LEARNING CONTENTS AND STRATEGIES
FOR LANGUAGE
LEARNING
FIRST AND SECOND LANGUAGE ACQUISITION AND LEARNING
GROUP 551018_16
STUDENTS
OLGA MILENA RESTREPO A. COD:
42.106.200
SERGIO
EYDELVER ALVAREZ
CLAUDIA
MARCELA VERGARA
YENY
JOHANA JIMENEZ
NICOLE
STEFANNY LOPEZ CODE
TUTOR
MONICA
DEL ROSARIO GULLEN
UNIVERSIDAD NACIONAL ABIERTA Y A DISTANCIA – UNAD
PROGRAM OF ENGLISH AS A FOREIGN LANGUAGE
OCTOBER THE 01ST, 2017
TASK 1
Definitions and restatement of Vygotsky’s
theory by Olga Milena Restrepo A.
Language: Is a system that allow human beings can communicate with each other. Our
system of language is based on vocal, written and gestural symbols and its
combinations. Through the language we can express our ideas, emotions and
desires.
Learning: Is the process through which we retain information or skills and it can
be implicit or explicit. Implicit learning is when we learning without
awareness of what is being learned; explicit learning takes place consciously
and involves memorizing a lot of things. Learning involve to add more
information to the brain that we can use according with the situation. The most
basic way to learn is through our experiences during our life.
Teaching: is the process that allow people learn or understand particular things
and involves a teacher, a learner, a content to be taught and a methodology.
Teaching demands to know what pupils must be learn and the way to help them to
acquire new knowledge or skills.
Write about constructivism as a school of
thought.
The constructivism emphasis on the active
participation of the learners and the social nature of learning. The
principal idea of this school was that knowledge is not mechanically acquired,
but actively constructed within the constraints and offerings of the learning
environment. Hence, students are able to construct knowledge in real world
environments and teachers are the helpers and the drivers in this process.
Vygotsky is one of the exponents of this
school of thought and he “criticized the behaviorist approach as being too
narrow, specialized, isolated and intrapersonal in standpoint” (Ericedgov,
2017, p.387). The idea is that learners are the constructors of knowledge
through an active participation and social environment, and social interaction
are stimulus for individual cognitive development.
The constructivism is characterized for
being against the traditional methods of learning which are based on memory and
a passive participation of the learners. “In Vygotsky’s theory, the development
of intellect and rationality beyond situations is the central aim of education”
(Ericedgov, 2017, p. 392)
Nevertheless there are some failures with
this school of thought. For example:
- There isn´t necessary
small groups of students for guarantee a good learning.
- All knowledge is
not based on language and on linguistic representation and
- It dismisses the
roles of passive perception, and memorization.
Restate Vygotsky’s philosophy in your own
words and write some classroom examples of his theories in action.
Vygotsky´s philosophy is based on the
importance of social interaction in the process of learning; the idea is that
human beings have a better cognitive development when they can interact with
other people and doing things in a practical way. Hence, the process of
learning is the result of mental constructions that is possible according with
the relation with the environment that surround people where social interaction
allow the cognitive development.
Classroom examples:
Subject: English
Topic: Personal Pronouns
Vygotsky’s philosophy: To teach personal pronouns to the students, first they need to know its
meaning in their mother tongue; then the learners associate the new words (I,
you, he, she; it, we, you, they) with each person in the real life. Therefore,
each student should learn them pointing out each pronoun with his hands and at
the same time pronouncing them aloud.
Topic: Greetings and farewells
Vygotsky’s philosophy: based on the previous knowledge that the students have about the
topic, the teacher write on the board the new words used in English for
greetings and farewells and everybody practicing the correct pronunciation of
them. Next, through a role play students represent the use of the new
vocabulary.
Topic: Clothes
Vygotsky’s philosophy: According with the previous knowledge about clothes, the teacher uses
flash cards where the students can see each item of clothing, its writing and
practice its pronunciation. Then each learner must stand in front of the class
and describe what is she or he wearing.
Topic: Telling the time
Vygotsky’s philosophy: The learner make a clock using recyclable material; then each student
tell the time according to the different positions that take the hands of the
clock, using the vocabulary previously taught.
Definitions
and restatement of Vygotsky’s theory by Sergio Eydelver Alvarez.
Language, it
is an inherent faculty, natural, proper to the human being, which
differentiates it from other species, is the man capable of creating ideas,
thoughts, and different ways of communicating with his environment, he does it
through verbal communication, like dialogue and non-verbal communication,
are symbols and codes.
Teaching is
the process of transmitting knowledge, ideas, experiences skills to a person
who does not have them, where the role of the teacher is the facilitator and
the student is the one who receives the knowledge to apply it in their environment,
and their relationship is give the learning process.
Learning process through which one
acquires skills, skills, knowledge, behaviors as a result of the study, from
the experience to apply in learning an art or craft. Learning produces
change in all human behaviors, and has varied throughout history.
The world of Vygotsk
The world
of Vygotsky has been the source of much research and theory of cognitive
development in recent times particularly in what is called social development
theory
Vygotsky's theories stress the fundamental role of social interaction in the
development of cognition, community plays a central role in the process of
"making meaning."
The
theory plays a fundamental role in the process of cognitive development.
He states: “Every function in the child’s
cultural development appears twice: first, on the social level, and later, on
the individual level., between people (interpsychological) and then inside the
child (intrapsychological)”.
The more knowledgeable other (MKO)
Refers to anyone who has a better
understanding or a higher ability level than the learner, with respect to a
particular task, concept, or process The MKO is normally thought of as
being a teacher, It could be peers an older adult, could also be a computer ,
a coach or a younger person.
The zone of proximal development (ZPD)
Is the distance between a
student’s ability to perform a task under adult guidance and or with peer
collaboration and the student’s ability solving the problem independently.
According to Lev Vuygotsky, learning occurred in this zone.
He focuses on the connections between people and the sociocultural
context in which they act and interact in shared experiences. humans use tools
that develop from a culture, such as speech and writing, to mediate their
social environments. Initially children develop these tools to serve only as
social functions, ways to communicate needs. He ,Vygotsky believes that the
internalization of these tools led to higher thinking skills.
Applications of the Vygotsky’s social
development theory
Some schools have
traditionally held a transmissionist or instructionist model in which a teacher
or lecturer ‘transmits’ information to students. On the opposite, Vygotsky’s
theory promotes learning contexts in which students play an active role in learning.
Roles of the teacher and student are shifted, the teacher should
collaborate with his or her students to help facilitate meaning
construction in students. Learning becomes a reciprocal experience for
the students and teacher.
Definitions and restatement of Vygotsky’s
theory by Claudia Marcela Vergara
Language: It is the action that
human beings use to make us understand and make our thoughts known. This is
transmitted at home first, it is there where we learn to pronounce the first
words, as we grow our vocabulary extends.
Learning: A way in which you get
knowledge of any subject, there are some things that we learn through everyday
life or the environment that surrounds us, but there is also something that is
acquired through study. (College, university, etc.).
Teaching: It is the means by
which a person does not need a teacher transmits knowledge to another. For
this, the person must have his mind in order to acquire is that he is want to
teach
Write about constructivism as a school of thought.
Vygotsky was the driving force
of constructivism; he thought that knowledge comes naturally, that the function
of teachers is to guide their students and not to impose rules that limited the
ability of the student. Vygotsky said that each student learns according to his
ability; concisely you cannot treat all young people alike since each is a
different world. There are also those achievements that can be achieved but
with the help of a person who leads them, because they are issues beyond their
reach. We have two classes that the student can learn by himself and the ones
he manages to learn with the help of one of the other people, this as for the
student. The teacher fulfills a role of facilitator is that person who offers
their knowledge and makes it available to the student, this teacher has to
guide the student to be the one who builds their learning or knowledge, the
result of which is that the student learns from an effective way. In addition,
a very important part is the relationship in the classroom, one of the most
important is the interpersonal because it is there when the student learns to
disembark with other partners and is creating a social interaction work with
them. Vygotsky has given much value to the method of teaching because it is
want that this is not individual but if social.
Definitions and restatement of Vygotsky’s
theory by Yeny Johana Jimenez
Language is a set of
arbitrary symbols that can be vocal, visual used for communication and that are
acquired in all people in the same way, through language and language learning
with universal characteristics. As teachers we must understand the components,
for example, verbal communication, sociolinguistics, their nature, phonetics,
cognition among others; to effectively teach a language.
Learning is
obtaining, retaining, storing information or skills that can be permanent or
temporary, involving a form of practice and leading to a behavioral change.
Teaching is what
leads to learning, guides or facilitates it. It is a certain process that
establishes conditions to achieve learning.
Constructivism and
language philosophy
Constructivism in reference to Vygotsky's
theory infers the learning that is constructed either individually or
collectively, that is, that the student can learn by himself or in cooperation
or guided by another person; learning can be given by building knowledge based
on the environment, the culture where the student develops; he is rebuilding
his conception of reality and developing his language through his experience.
In this sense, learning occurs when interacting with its environment, with
other people and not with the memorization and repetition of information, for
example, to learn a second language an exercise can be placed in the student in
a lesson where he can interact by means of dialogues with a companion that
manages the language and is doing its practice and construction of the new
language when dealing with him. Also through the guidance and guidance of the
teacher or adult, but allowing him to explore and achieve his conception of the
language. Another example of constructivism in second language learning can be
found in the practice of listening and practicing songs in English, using attractive
English texts for the student, viewing movies among other resources or means
with which the student gets to interact and allow him to have an experience of
real form.
In this way, when interacting with
different cultures, knowledge is conscious, that is, it develops in
consciousness, which means: being able to conceive of meaningful generalization
and the connection of relationships between objects and concepts. Conscious
knowledge implies the ability to interconnect the processes of mental activities
that leads to develop the meanings of the language and its proper way of using
it, in this it is seen what the child is able to do, which are the meanings,
and, which achieves that is the learning that the environment provides.
On the other hand Vygotsky emphasizes in
the historical, where the history and the culture are the essence of the
language and the individual thought, that in the history of the individual the
inferior mental functions are that are with which the apprentice is born and
the functions superior that are acquired by society; the dialectic, where the
person does not take the social environment alien to him, but internalizes and
draws his experience in this case acquisition of language; and in functional
monism, where the factors and the learner are in reciprocal dependence to form
the dialectic, that is to say, when observing the relation between the social
and the individual gives the analysis on the language handling where the two
construct the language , not in the memorization of words, nor handling grammar
or sounds in particular, but if words are obtained for speech with a meaning.
Definitions and restatement of Vygotsky’s
theory by Nicole Stefanny Lopez
Language: it is the communication
system that allows us to allow human beings to relate to each other in a more
structured way, understanding the other in what he thinks. It begins to be
acquired from home and reinforced socially and culturally. The human language
counts on a series of components that can be of character vocal, written or
gestural and uses symbols and sounds to be codified.
Learning: it is the mental and /
or physical process that a human being makes to acquire a new skill or
knowledge. This learning can be given experimentally, studying, by reflection,
etc. And it includes different thought processes, such as storing information,
analyzing, reconstructing, etc.
Teaching: it is the process by
which an individual learns from another. In teaching there is a
"teacher" who becomes the transmitter of knowledge or guidance to get
the student to build their own knowledge or skill. At this point in the
educational process, specific content and a methodology or strategy are also
involved.
Vygotsky’s Constructivism
Vygotsky understands constructivism as the
student's active way of producing his own knowledge, where the teacher is more
a guide, facilitator or companion and the whole process is based on how the
learner can build his or her own knowledge, either individually or
collectively. This is why we can identify how Vygotsky's constructivism is
opposed to behavioral theory, considering that students are mere repeaters of
information, without becoming a really deep process. In constructivism it is
important that the knowledge that the student constructs is related and can
apply it to real life, because it is here that knowledge becomes truly valuable
in having a function and a reason for being. We can also see how knowledge can
be limited or enhanced according to the learning environment and how the
teacher has an adequate methodology and material, in addition to having a very
close relationship with the stimulus to individual cognitive development, which
can reach the society and affectivity. Examples of constructivism in English
teaching may be the generation of relationships with native speakers, which the
teacher can manage through social networks; where the student is exposed to the
language to learn, having to understand what his interlocutor says and at the same
time respond. Students can also be exposed to all media that make them directly
connected to the language, such as watching English films with English
subtitles, analyzing them in groups or individually, listening to music in the
language, or generating social interaction, where the language of communication
is English. In this way the student is allowed to have his own vision and
construction of the language and facilitates the development and application of
English, by involving him in activities that are striking that have to do with
technological tools, situations of daily life and other strategies that allow
the development of globalized thinking.
