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A sociocultural view of language and learning

Outline

- 2 approaches of learning

- sociocultural view of learning

-sociocultural view of language

2 approaches to learning

Knowledge as commodity, language as conduit

Knowledge as commodity, language as conduit

Teaching as facilitationTeaching as facilitation

Sociocultural view of learning(Vygotsky’s work)

• Developmental method

• Social origin

• Notion of mediation

• ZPD

Developmental method

4 different levels of human development

1)human species through evolution.

2)humans throughout history.

3)individual.

4)Competence at a single task

Social origin

• First on the social level, and later, on the

individual level; first between people

(interpsychology), and then inside the child

(intrapsychology).

Notion of mediation

• Cognitive development is not a direct

result of activity, but it is indirect; other

people must interact with the learner, use

mediatory tools to facilitate the learning

process, and then cognitive development

may occur

• The difference between what a child can do independently and what the child needs help from a more knowledgeable person to do is the zpd

Zone of Proximal

Development

Zone of Proximal Development (ZPD).

Distance Between Actual and Potential Knowledge  potential knowledge potential

  actual knowledge actual

Two children with the same actual knowledge travel different distances to their potential knowledge; therefore different ZPDs

ZPDZPDZPDZPD

Mike love of games.

Over the years, Mike has developed skills and knowledge that enable him to play a variety of games.

For each game, he is able to successfully strategize and solve problems independently.

This is an example of how ZPD can work in the life of a child

There is 1 game that Mike have never learned and he knows his brother plays very well. He wants to know and don’t know how to start. So, he finally asks his brother Ali for help. Ali agrees, and begins working with Mike in learning the game of Yu-Gi-Oh.

Mo’men is learning in the region Vygotsky would call ZPD.

This is an example of how ZPD can work in the life of a child

1. Aspects of context of situation (categories of register)

2. Metafunctions of language

3. Relationships betwen context and meanings(categories of register and metafunctions)

4. The mode continuum

5. Types of exchanges

What is context of situation?

Halliday and Hassan:

“The environment in which meanings are being exchanged”

Aspects of context of situation

• The field of the discourse

• The tenor of the discourse

• The mode of the discourse

Metafunctions of language

• Ideational

• Interpersonal

• Textual

Metafunctions of languageContext Type of

meaningSemantic pattern(cohesion)

Grammatical pattern

Field Ideational Lexical cohesion Transitivity(case)

Tenor interpersonal speech function exchange, structure

Mood, modality, vocation, attitude

Mode textual Reference (participant tracking)

Theme, information structure, nominalization

What is discourse?

• Discourse is made up of sentences, and through linguistic analysis.

• Discourse is a human activity with language at the center.

• Types of discourse are usually grouped into genres: novels, histories, arguments…

The mode continuum• Text 1: T: what are you doing?S1: we’re making two puppets sort of like Punch

and Judy… but nicer.T: that’s good. And how are you making them?S1: Well we’re using the wire and bending it like

this. We’ve already done one… and this is the glue for the paper.

S2: It’s really messy and hard to get it right…S1: Yeah but we got better at it…S2: … and we got rid of lumps

Text 1The context This is an oral exchange. The context is

shared, teacher and students are face to face and have the puppets under construction before them

The sentences Incomplete. Pronouns refer to concrete objects and people and sometimes to things outside the text: “this”The verb tense changes depending on whether they are talking about something that have already done or are in the process of doing as they speak.

The words Everyday words and quite informal: messy, hard, glue, but nicer, got better, yeah, got rid of

Text 2: students recounting to other students

• Juanita and I decided to make puppets that look something like punch and Judy. But we didn’t want them to fight as much… just be nicer to each other. We used wire to make a frame and then we covered it with mâché. to make Punch’s big nose…

Text 2The context This is an oral text, spoken by one person. The

context is here and now,

The sentences

simple or compound sentences , sometimes fragments rather than completesentences: But we didn’t want them to fight asmuch...just be nicer.Past tense of verbs.

The words The vocabulary used is more specific and specialized in naming and describing: wire frame, papier mâché.

Text3:a newsletter article on the puppet making process

• Mr Davie’s class made puppets this term. All sorts of puppets were made by the students. They ranged from Punch and Judy to the puppets of Greece,

Indonesia and Mexico. A visiting puppeteer helped with the project. The class had to plan, design, construct and use the puppets in a performance...

The context

This text is written; it begins with an introduction because the context is not shared

The sentences

Both simple and compound sentences are used. Past tense and passive voice (puppets were made) are used.The event is recounted from a general perspective rather than from 1 student and thus assumes a more formal tone: Mr Davies class, the students

The words Increasingly specialised, topic specificvocabulary is used: puppeteer, construct, Greece, Indonesia,Mexico, construct.Nominalisation is used: performance

Text 4 – writing on the craft of puppetry

• Puppetry is the theatrical craft of manipulated objects. There are many different varieties of puppets, and they are made of a wide range of materials, depending on their form and intended use. They can vary from very simple hand puppets to elaborate marionettes operated by several people. Puppets are found in many cultures across the world and have a variety of purpose. One of the attractions of puppets is their ability to act as a mouthpiece for marginalized groups...

The context

The text is written. It begins with a definition because the context is not shared.

The sentences

simple, compound and complex sentences. The text is written in the present tense, the appropriate tense for a report. Passive voice is used : are made, are found. The author is taking on the role of the expert by using authoritative modality: are, can vary

The words The vocabulary is increasingly specialised:manipulated, varieties, marginalised. Noun groups are expanded: the theatrical craft of manipulated objects, many different varieties of puppets, very simple hand puppets. nominalisation: craft, use, attractions, form, purpose,mouthpiece

Implications for the classroom

• When setting a writing task designed to give the student opportunity to demonstrate their learning and understanding we need to ask ourselves:

1. What sort of a text am I expecting my students to write?

2. What is the structure of the text I am expecting? 3. Which language features am I expecting students

to use?

These questions lead to other important considerations:

1. Do the students know what I am expecting? 2. Do I assume they know what I am expecting 3. How can I use the register continuum to

highlight the most effective language choices appropriate to the context?

Types of exchanges

What is being exchanged?1.Goods and services: 2.Information: