Sociocultural Perspective The zone of proximal development Scaffolding The participation metaphor Collaborative dialogue
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
Language too difficult for learner
Using language with assistance from teacher or peer(other-regulated learner)
Using language reasonably fluently (with conscious effort)(self-regulated learner)
ZPD
Using language fluently (without conscious effort)
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