The Constructivist Approach to Language Teaching & Learning

Embed Size (px)

DESCRIPTION

The Constructivist Approach to Language Teaching & Learning. Ed-Psych Course (TEFL & ICT MA Program) Pr. Tamer Youssef & Pr. Ghaicha Abdallah. Prepared by: Ait Taleb Abdelaziz Driouch Aziz Jamaati Zakaria. Out line. I- Historical background of constructivism & Vigotsky theory. - PowerPoint PPT Presentation

Text of The Constructivist Approach to Language Teaching & Learning

Teaching connection: How is Vigotsky theory is used in class?

The Constructivist Approach to Language Teaching & LearningPrepared by:Ait Taleb AbdelazizDriouch AzizJamaati ZakariaEd-Psych Course (TEFL & ICT MA Program)Pr. Tamer Youssef & Pr. Ghaicha AbdallahOut lineI- Historical background of constructivism & Vigotsky theory.I-1. Background and definition.I-2. Social Learning.I-3. Language & Thought.I-4. Zone of Proximal Development (ZPD).I-5. Scaffolding - Mediated Learning. - Cognitive Apprenticeship.I-8. Tutoring.II- Teaching Connection: How is Vigotsky theory used in class?1. How is Vigotsky Theory used in class?1.1. Assess Ss ZPD.1.2. Exploit Ss ZPD.1.3. Use more skilled peers as Ts

1.4. Monitor & encourage S use of private speech.2. Constructivist Approaches to teaching & Learning:2.1. top-down processing 2.2. cooperative learning 2.3. discovery learning 2.4. self-regulated learning2.5. problem solving & thinking Skills.III- Evaluating Vigotsky Theory and General Implications of constructivist approach.3.1. Comparing Vigotsky to Piaget.3.2. Implications of Constructivism to language teaching & Learning

Historical Background and Definition of Vigotsky theoryAziz Driouch

Generally, constructivism view learning as individually constructed. Learners construct knowledge in their own minds, and the teacher can facilitate this process by making the knowledge presented more meaningful and absorbable via creating and giving chances to the learners to discover new information and consciously use their learning strategies. Simply, teachers should give their learners ladders that lead to higher understanding, yet the students themselves must climb these ladders.

A brief introduction to constructivism "cognitiveconstructivism" which is about how the individual learner understands things, in terms ofdevelopmental stages - Piaget.

"socialconstructivism", which emphasizes how meanings and understandings grow out of social encountersVygotsky.

Constructivism particularly in its "social" forms suggests that the learner is much more actively involved in constructing their knowledge rather than passively receiving the latter from their environments--a teacher , peers, parents- in order to create/ construct new meanings.

Social learning theory:constructivist thought draws most heavily on Vygotskys theories, which have been used to support instructional methods that emphasize cooperative learning, project- based learning and discovery. Generally, constructivists believe that learning occurs through interaction, and the development of language is social before individual, coming as a result of joint problem solving and cooperative learningVygotsky (1978) explains: argued that "Every function in the child's cultural development appears twice: first, on the social level, and later, on the individual level; first, between people (interpsychological) and then inside the child (intrapsychological).

Language and thought: Thought and speech have different roots in humankind, thought being nonverbal and language being nonintellectual in an early stage. But their development lines are not necessarily parallel - they cross again and again. At a certain moment around the age of two, the curves of development of thought and speech, until then separate, meet and join to initiate a new form of behavior. That is when thought becomes verbal and speech becomes rational. A child first seems to use language for superficial social interaction, but at some point this language goes underground to become the structure of the child's thinking.To Vygotsky, a clear understanding of the interrelations between thought and language is necessary for the understanding of intellectual development. Language is not merely an expression of the knowledge the child has acquired. There is a fundamental correspondence between thought and speech in terms of one providing resource to the other; language becoming essential in forming thought and determining personality features.

Zone of Proximal Development: has been defined 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" (Vygotsky, 1978, p86).In other words, it is the distance of what the learner can accomplish independently, and what that same learner can accomplish while working with a more skilled adult or peer. This zone/ distance defines the actual potential of the learner, because what the learner can do with assistance today is likely to be what the learner will soon be capable of doing autonomously. Cognitive growth is maximized if social interactions occur within the learners ZPD.

Constructivist theorists suggest that teachers transfer this long-standing and highly effective model of teaching and learning to day-to-day activities in classrooms, both by engaging students in complex tasks and helping them through these and by involving students in cooperative learning groups in which more advanced students help less advanced ones through complex tasks.

Scaffolding: within the ZPD, learners interact with more skilled peers or adults to perform a task that those learners cant do independently. The adults or more skilled peers guide and support the learners to perform these difficult tasks. This guidance is referred as scaffolding. Scaffolding usually follows a three-step sequence. At first, the adults or more skilled learners assume more responsibility for completing the task. For example, they may modal and explain what they are doing. Second, the learner or the peer guide share responsibility for task completion. The guide gradually relinquishes control to the learner as the learners skills increase. Finally, the learner takes full responsibility for completing the task. This final step represents a transition from socially supported performance to independent performance. The notion of mediated learning:Vygotsky believed that while students are engaged in activities within their social environments, they create their understandings of their worlds. Each environment provides cultural tools that support or mediate students activities. Vygotsky identified two types of cultural tools :Technical / physical tools: that are used to act on objects in the environment like: blackboard, pen, spoon,hammer, etcPsychological/symbolic tools: that guide and mediate thoughts and behavior such as: language( to establish contact, influence others etc), mathematics ( when u face a problem of measurement or calculation), etc

The notion of cognitive apprenticeship: This term refers to the relationship in which an expert stretches and supports a novices understanding and use of a cultures skills. In other words, it is the process by which a learner gradually acquires expertise through interaction with an expert, either an adult or more advanced peerIn many occupations, new workers learn their jobs through a process of apprenticeship, in which a new worker works closely with an expert, who provides a model, gives feed- back to the less experienced worker, and gradually socializes the new worker into the norms and behaviors of the profession. Student teaching is a form of apprenticeship.Tutoring:basically, tutoring is a cognitive apprenticeship between an expert and a novice. It can take place between an adult and a child or a more-skilled child and a less-skilled child. Individual tutoring is an effective strategy that benefits many students, especially those who are not doing well in a certain subject. Sometimes, it is frustrating to find some students need more individual help than you as their teacher can give while working on the needs of the classroom as a whole. Here, classroom aides, volunteers, and mentoring can help reduce some of this frustration.Teaching connection: How is Vigotsky theory used in class?

Zakaria JamaatiHow is Vigotsky theory used in class?Assess Ss ZPD:Resort to diagnostic assessment (different challenging levels), formative assessment and alternative assessment to determine where to start instruction, the progress of Ss and what point you want to reach.

2. Exploit your Ss ZPD in teaching:Teaching should aim that S reaches the upper limit of the ZPD acquiring higher level of skill and knowledge.

How is Vigotsky theory used in class?T should provide only the support and assistance needed, and encourage timid and hesitant Ss.

T needs to differentiate instruction as Ss ZPD differ from one another.

Homework should be aimed at the Lower limit of ZPD to develop Ss self-esteem challenging, but AchievableHow is Vigotsky theory used in class?3. Use more-skilled peers as teachers:Remember that it is not just adults that are important in helping children learn: Children also benefit from the support and guidance of more-skilled children(Gredler, 2009).

How is Vigotsky theory is used in class?4. Monitor and encourage childrens use of private speech.T should be aware of the developmental change from externally talking to oneself when solving a problem during the preschool years, to privately talking to oneself in the early elementary school years.

In the elementary school years, T is advised to encourage children to internalize and self-regulate their talk to themselves.

Constructivist Approaches to Teaching & Learning1. Top-Down Processing:Emphasis is on top-down instead of bottom-up instruction:

Ss are pushed to deal with complex learning problems and work out with the mediation of T to solve them and discover essential learning skills they need to do that.

# Traditional bottom-up process, in which learners are equipped with basic skills, then build on them with more complex s