This document summarizes key points learned about social interactionism in language acquisition. It discusses theorists like Vygotsky and Feuerstein who were founders of this perspective. Vygotsky emphasized language use in social interaction and felt learning should be holistic rather than breaking subjects into small pieces. He also developed concepts of mediation and the zone of proximal development. Feuerstein found ways to help children overcome learning difficulties from traumatic experiences. The document also covers terms like structural cognitive modifiability, instrumental enrichment, dynamic assessment, and social constructivism.
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This document summarizes key points learned about social interactionism in language acquisition. It discusses theorists like Vygotsky and Feuerstein who were founders of this perspective. Vygotsky emphasized language use in social interaction and felt learning should be holistic rather than breaking subjects into small pieces. He also developed concepts of mediation and the zone of proximal development. Feuerstein found ways to help children overcome learning difficulties from traumatic experiences. The document also covers terms like structural cognitive modifiability, instrumental enrichment, dynamic assessment, and social constructivism.
This document summarizes key points learned about social interactionism in language acquisition. It discusses theorists like Vygotsky and Feuerstein who were founders of this perspective. Vygotsky emphasized language use in social interaction and felt learning should be holistic rather than breaking subjects into small pieces. He also developed concepts of mediation and the zone of proximal development. Feuerstein found ways to help children overcome learning difficulties from traumatic experiences. The document also covers terms like structural cognitive modifiability, instrumental enrichment, dynamic assessment, and social constructivism.
Copyright:
Attribution Non-Commercial (BY-NC)
Available Formats
Download as DOCX, PDF, TXT or read online from Scribd
This document summarizes key points learned about social interactionism in language acquisition. It discusses theorists like Vygotsky and Feuerstein who were founders of this perspective. Vygotsky emphasized language use in social interaction and felt learning should be holistic rather than breaking subjects into small pieces. He also developed concepts of mediation and the zone of proximal development. Feuerstein found ways to help children overcome learning difficulties from traumatic experiences. The document also covers terms like structural cognitive modifiability, instrumental enrichment, dynamic assessment, and social constructivism.
Copyright:
Attribution Non-Commercial (BY-NC)
Available Formats
Download as DOCX, PDF, TXT or read online from Scribd
What I learnt was that some key points about social
interactionism; these are active participants, interaction with other people, humanistic approaches, whole person, independent learning through exploration (Piaget), use of reward and punishment (behaviorism), VYGOTSKY and FEUERSTEIN(the founders of it). Vygotsky’s ideas were restricted due to the Russian Revolution. He emphasized language in interacting with people with signs and symbols. He was opposed to teach by cutting the subject into small pieces (behaviorism) and his approach was holistic. Mediation (helping learners enhance their learning and understanding) and the zone of proximal development (comprehensible input I+1) are the important concepts of Vygotsky. As for Feuerstein, he found out some skills and strategies to overcome learning difficulties of Jewish children who experienced dreadful traumatic experiences due to Holocaust. He thought that anyone has the potential of learning. I also learned some terms: structural cognitive modifiability (people can continue to develop their cognitive capacity throughout their learning), instrumental enrichment (learning how to learn), dynamic assessment (in both ways student and teacher), Brain Based Learning (as long as brain is not inhibited, learning occurs). Lastly, I learned about social constructivist model. In a social constructivist model, learner is an active meaning maker and problem solver, teacher is a mediator and in interaction with students, context (relaxing environment), tasks (interactive tasks, group and pair works). What I had difficulty in figuring out some new terms which are unfamiliar to me apart from that everything is clear enough. I suppose I need to focus more on understanding these new terms and studying what I learned today to associate with the other theories I learned before. I believe I may use in my teaching Feuerstein’s some ideas and theories which seem reasonable to me. I believe that everybody has the potential of learning as long as brain is not inhibited and as a teacher we should find out some learning strategies to overcome our students’ learning difficulties. Moreover, Vygotsky’s the zone of proximal development concept is another thing that I can use in my teaching since I think it is a good way for the learner to move into the next layer. Also, I think a teacher should be a good mediator for his students and I hope I will as well.