Sociocultural Perspectives On Language Learning
Sociocultural Perspectives
The sociocultural perspective on language learning is different than the cognitive approach. Instead, it focuses more on communication, because it is seen as central to learning. This perspective also sees language as being best learned in interaction with others.
ZPD: Zone of Proximal Development
Scaffolding
Created by constructivist Lev Vygotsky, the Zone of Proximal Development is the difference between what the student can do on their own and what the student can do with the help and support of a teacher. Vygotsky defined it as "a domain or metaphoric space where children can reach a higher level of knowledge and performance with the support of an adult or other more knowledgeable person." The Zone of Proximal Development is the sweet spot where the student can do something with the help of a teacher. It is where the teacher wants to be with all of their students, because the students are challenged and are will do that with support.
When a teacher will provide the support a student needs to develop their language. This allows the students to be challenged to learn things that they do not already know how to do. Then, as the student learns how to do it, the teacher will then assist less and less so that the student can learn to do the skill on their own. Basically, it is like a catch and release. The teacher will show the students how to do something new. Then, they will assist until the student does not need them to help anymore because they can do it on their own.
Scaffolding and the Zone of Proximal Development have been seen to go hand and hand, even though these two philosophies were created by different people.
Here is an in-classroom example of scaffolding in action.
Dynamic vs. Additive vs. Subtractive Models of Bilingualism
Subtractive bilingualism: The first language is diminished and gets lost as the second language is learned. So, some students that are trying to learn english tend to lose their first language. Wright says that subtractive bilingualism "occurs when a new language replaces a student's home language."
Dynamic bilingualism: This is when a student is getting experience at home or in the community with multiple languages. Because of this, the student has to be able to succeed in both languages. What this means for teachers is that the students need to be able to have experiences learning both languages in school.
Additive bilingualism: The second language is developed on top of the first language, so it is building on top of it. Both languages are growing through Additive Bilingualism. This is so important for teachers and schools to implicate, because then the students are not losing their first language and are able to build upon it. Wright states that additive bilingualism "occurs when a student develops proficiency in a new language without losing his or her home language."
Language socialization
Language socialization is how the students will learn the norms of society. Langman, in the book written by Wright, shares that language socialization is "the process of by which individuals acquire the knowledge and practices that enable them to participate effectively in a language community". This means that the students are learning more than just a language. They are learning all about the social and cultural constructs, as well as getting pushed into the English-speaking community. Also learning the language allows the students to learn how to socialize with the other students and be able to grow confident in their communication with others.
Translanguaging
Translanguaging is when students who are bilingual or multilingual use all of their languages at once. Wright defines translanguaging as "refers to the practice in which bilinguals receive information in one language and then use or apply it in the other language." This means that all of the languages they know are interconnected in their head. It is not like one language is separate from the other in the brain, like turning them on and of when the other is being used. Instead, the students use the languages all at once or connect and gather information from the different languages.
Freire's Critical Pedagogy
This approach is basically the teaching of critical theory, which is the critique of society and its normalities. Teaching this critical pedagogy allows for discussion about social issues and dominating beliefs and systems. This allows the students to challenge what they know and think about the world they live in. So how does this connect to developing language? Well, the discussion of society can connect to language socialization and also allows for students to discuss their own culture and beliefs through language.
Citations:
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Crisfield, E. (2017, May 16). What is translanguaging, really? Retrieved February 17, 2019, from https://youtu.be/iNOtmn2UTzI
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EMedia Workshop. (2012, September 17). Teaching Matters: Scaffolding. Retrieved February 17, 2019, from https://youtu.be/9gNjGD_W3dM
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FreireProject. (2008, June 25). Paulo Freire and Critical Pedagogy. Retrieved February 17, 2019, from https://youtu.be/wFOhVdQt27c
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Wright, W. E. (2015). Foundations for teaching English language learners: Research, theory, and practice (2nd ed.). Philadelphia: Caslon.