Piaget Vygotsky Bruner Krashen Chomsky Piaget q concerns

Piaget, Vygotsky, Bruner, Krashen, Chomsky

Piaget q concerns how young children function in the world how “the function” influences their mental development q learning occurs through taking action to solve problems q action-not language- is fundamental to cognitive development

Piaget q cognitive development as a result of: ü assimilation: action takes place without any change to the child ü accommodation: adjusting to features of the environment in some way q a child thinking develops as gradual growth of knowledge & intellectual skills towards a final stage of formal, logical thinking

Piaget q Piaget’s idea the child is an active learner & thinker (a sense-maker) constructing own knowledge from working with objects or ideas q environment opportunity provider the setting for development q classroom creating and offering opportunity for learning

Vygotsky q concerns with language and other people in the child’s world q language provides new tools opening new opportunities for doing things and for organizing information through the use of words as symbols private speech social speech inner speech

Vygotsky q a child is an active learner alone in a world of other people q other people’s roles ü helping children to learn ü bringing objects and ideas to their attention ü playing, reading stories, asking questions q adults mediate the world for children make the world accessible to children

Vygotsky q zone of proximal development what a child can do with skilled help q learning helped by interacting with an adult q adult tries to mediate what next it is the child can learn q New language: ü first, meaningfully used by teacher & pupils ülater, transformed and internalized to become child’s language skills/knowledge

Bruner q language the most important tool for cognitive growth adult uses language to mediate the world to children adult uses language to help children solving problem q scaffolding talk that supports a child in carrying out an activity q Parents who scaffold tasks effectively do the following

Bruner q q ü ü teachers can help children to ……. by ……. useful ideas for language teaching: formats routines

Krashen q a group of five hypotheses of second language acquisition: üthe input hypothesis üthe acquisition–learning hypothesis, üthe monitor hypothesis, üthe natural order hypothesis üthe affective filter hypothesis

ü The input hypothesis learners progress in their knowledge of the language when they comprehend language input that is slightly more advanced than their current level. "i+1", where "i" is the language input and "+1" is the next stage of language acquisition

ü The acquisition–learning hypothesis a strict separation between acquisition and learning; acquisition as a purely subconscious process learning as a conscious process improvement in language ability was only dependent upon acquisition and never on learning.

ü The monitor hypothesis consciously learned language can only be used to monitor language output; ü The natural order hypothesis language is acquired in a particular order, the order does not change between learners, the order is not affected by explicit instruction ü The affective filter hypothesis learners' ability to acquire language is constrained if they are experiencing negative emotions such as fear or embarrassment

Chomsky q Universal grammar: ü the ability to learn grammar is hard-wired into the brain ü suggests that linguistic ability manifests itself without being taught ü assumes that language grammars are composed of principles and parameters ü Principles abstract characterizations of the core grammars of all natural languages; invariable ü …. .

ü Parameters the ‘settings’ that vary across languages and account for differences among languages • Parameters have limited values, specific options; input usually helps the learner figure out which setting to choose. This makes the L 1 task somewhat easier by limited the range of options to choose from. • Parameters also function in clusters, so that once a particular parameter is set, all related properties of language are also established.