|
|
This is only a preview of the paper
Click here to register and get the full text.
Existing members click here to login
|
|
|
There are two major theories that underpin language and learning, one is Lev Vygotskys sociohistorical theory and the other is Michael Halliday’s systemic-functional linguistics theory. ... Vygotsky believed that culture and language plays a central role in a childs development. There are three key concepts to Vygotskys theory, “developmental analysis, the role of language and social relations” (Santrock 2001, p 36). Halliday’s systemic-functional linguistics theory is centered around the notion of language function (O’Donnell n.d) and can also be referred to as functional language. Halliday suggests that there are three major functions of language, “to enable us to interact with others, to represent our experience of the world and to create texts which are cohesive and coherent” or interpersonal, experimental and textual functions (Derewianka 1998, p. ... Language is “a social semiotic resource people use to accomplish their purposes by expressing meanings in context”(Chapelle 1998). This paper will identify and explain the two theories and key concepts and will discuss the relationship between the theories and curriculum. ...
Theories and Key Concepts
Vygotskys cognitive development theory argues that all children actively construct their knowledge (Santrock 2001). ... Vygotsky believes cognitive skills are meditated by words, language and forms of discourse, which serve as psychological tools for facilitating and transforming mental activity. Vygotsky argued that language is the most important tool (Santrock 2001). ... Vygotsky believed that language and thought initially developed independently of each other then merge, he stated that all mental functions have external or social origins (Santrock 2001). Although Vygotsky had no general stages of proposed development he did believe that dialogue, language, tools of the culture and zone of proximal development were key processes in a childs development (Santrock 2001). The dialogue and language Vygotsky refers to is what he calls “inner or private speech” talking to ones self. Vygotsky suggested that a child must first use language to communicate with others before they can focus inwards on their own thoughts (Santrock 2001). ...
The ZPD suggests the zone in which new learning will occur (Hammond 2001).
Approximate Word count = 1683
Approximate Pages = 6.7
(250 words per page double spaced)
|
|
|
|
|
|