Group 5: Lev Vygotsky’s Sociocultural Theory on Language and Zone of Proximal

Development

Introduction/Definition/Concept

What is Zone of Proximal Development?

Psychologist Lev Vygotsky coined the term “zone of proximal development” (ZPD) in the 1930s
to describe the sweet spot where instruction is most beneficial for each student—just beyond
their current level of independent capability.

The ZPD refers to the learner's ability to successfully complete tasks with the assistance of
more capable other people, and for this reason it is often discussed in relation to assisted or
scaffolded learning. The creation of ZPDs involves assistance with the cognitive structuring of
learning tasks and sensitivity to the learner's current capabilities.

The zone of proximal development consists of two important components: the student’s
potential development and the role of interaction with others. Learning occurs in the zone of
proximal development after the identification of current knowledge. The potential development is
simply what the student is capable of learning.

The Concept of ZPD

● The concept of the zone of proximal development was originally developed by Vygotsky
to argue against the use of academic, knowledge-based tests as a means to gauge
students' intelligence. He also created ZPD to further develop Jean Piaget's theory of
children being lone learners.

● Vygotsky (1978) believed that learning is not development; however, he also believed
that properly organized learning results in mental development and sets into motion a
variety of developmental processes that would not occur without the process of learning

● Skills and understandings contained within a child's ZPD are the ones that have not yet
emerged but could emerge if the child engaged in interactions with knowledgeable
others (peers and adults) or in other supportive contexts (such as make-believe play for
preschool children).

● According to Vygotsky, the most effective instruction is the kind that is aimed not at the
child's level of independent performance but is instead aimed within the ZPD. This
instruction does more than increase a child's repertoire of skills and understandings; it
actually produces gains in child development.

Language
Vygotsky stated that language has two functions. Inner speech is used for mental reasoning and
external speech is used to converse with others. These operations occur separately. Indeed,
before the age of two, a child employs words socially; they possess no internal language. Once
thought and language merge, however, the social language is internalized and assists the child
with their reasoning. Thus, the social environment is ingrained within the child’s learning.

Language plays a major role in shaping though as compared to Piaget’s theory.

Vygotsky’s Hypothesis

The concept of ZPD and language is supported by Lev Vygotsky’s Sociocultural Theory which
stresses the fundamental role of social interaction in the development of cognition.

Vygotsky believed that cognitive development stems from social interactions. He asserts that
learning is an essentially social process in which the support of “more capable other people”-
parents, teachers, peers and the wider society and culture plays a crucial role in the
development of higher psychological functions. This is displayed in the guided learning within
the zone of proximal development where children and their partners co-construct knowledge.

It is in contrast with Piaget who believes that cognitive development stems largely from
independent explorations in which children construct knowledge on their own.

Vygotsky places emphasis on social factors contributing to cognitive development.

Effects of Culture

Vygotsky refers to our innate basic materials/abilities for intellectual development as

“elementary mental functions” –these are attention, sensation, perception, and memory. These
abilities develop through our social interactions and become “higher mental functions.”

According to Vygotsky, culture determines the type of memory strategy we develop. It is our
culture that provides the tools of intellectual adaptation that will help us use basic mental
functions more effectively. These tools include memory mnemonics, mind maps and other
methods of thinking and problem-solving strategies that children internalize through social
interactions.

These tools may vary from culture to culture. For example, literate societies (like the western
culture)- note-taking, while in preliterate societies - rote memorization.

Social Influences on Cognitive Development

As children engage in social interaction, they seek to understand the actions or instructions of
their tutors (more capable other people- parents/teachers) and internalize it as information for
the guidance of their own performance. This is referred to as Cooperative or Collaborative
Dialogue.

Example: A father assisting his daughter in solving her first jigsaw puzzle by demonstrating
basic strategies such as finding all the edge pieces first. As the work progresses and the child
becomes more competent, the father gradually lets the child work independently.

Vygotsky’s Development Levels

More Knowledgeable Other (MKO)
● Refers to someone who has a better understanding or a higher ability level than the
learner, with respect to a particular task, process, or concept.
● Someone who has a higher level of knowledge than the learner and is able to provide
them with instruction during their learning process.
● Examples of a MKO: A parent, a teacher, another adult, or a peer. Even electronic
performance support systems or an electronic tutor can be a MKO.

Recap on ZPD
● A concept that relates to the difference between what a child can achieve independently
and what a child can achieve with guidance and encouragement from a skilled partner.
● The area where the most sensitive instruction or guidance should be given, allowing the
child to develop skills they will then use on their own and thus, developing higher mental
functions.

Stages of ZPD
There are three categories where a learner may fall in terms of their skill set. For learning to
occur, it is important to understand the learner’s ZPD stage.
 1. Tasks a Learner Can Accomplish Without Assistance
a. In this phase, the learner is able to complete tasks independently and has
mastered the skill set required to do so. The learner does not need the help of a
MKO.
b. When a learner has reached this stage, the expert may increase the task
difficulty level in order to find the learner's next ZPD and encourage further
learning.

2. Tasks a Learner Can Accomplish With Assistance

a. When a learner is close to mastering a skill set required to complete a task, but
still needs the guidance of a MKO to do so, they are considered to be in their
zone of proximal development.
b. In this situation, a MKO may use various techniques to help the learner better
understand the concepts and skills required to perform a task on their own.

3. Tasks a Learner Cannot Accomplish With Assistance

a. Tasks that are outside of the learner's ZPD are those that are unable to be
completed even with the help of a MKO.
b. If the task isn't within the learner's ZPD, the MKO may look to decrease the level
of difficulty and find tasks that are more appropriate given the learner's skill level.

The success of this learning process involves:

● The presence of someone with the knowledge and skills to guide the learner
● Supportive activities, known as scaffolding, provided by the expert that help guide the
learner
● Social interactions that allow the learner to work on their skills and abilities

Example (of the learning process):

Shaffer (1996) gives the example of a young girl who is given her first jigsaw. Alone, she
performs poorly in attempting to solve the puzzle. The father then sits with her and describes or
demonstrates some basic strategies, such as finding all the corner/edge pieces and provides a
couple of pieces for the child to put together herself and offers encouragement when she does
so. As the child becomes more competent, the father allows the child to work more
independently.

Practical Application of ZPD

Lev Vygotsky’s Zone of Proximal Development serves as a guide to a child’s development. It

enhances a student's learning by guiding them through a task slightly above their aptitude.

I. VYGOTSKY and Language

Vygotsky believed that language develops from social interactions, for communication purposes.
He viewed language as man’s greatest tool, a means for communicating with the outside world.

Two (2) Critical Roles of Language in Cognitive Development:

1. It is the main means by which adults transmit information to children.

2. Language itself becomes a very powerful tool of intellectual adaptation.

Three Forms of Language:

1. External or Social Speech. This is an external communication used to talk to others (typical
from the age of two).

2. Private Speech. This is directed to the self and it serves as an intellectual function (typical
from the age of three). It is a time when children frequently talk out loud to themselves while
engaged in a range of activities.

3. Inner Speech. This goes underground, diminishing in audibility as it takes on a

self-regulating function and is transformed into silent inner speech (typical from the age of
seven).

Private Speech: Transition Point between Social and Inner Speech

● Vygotsky dug deeper about private speech since he considered it as the transition point
between social and inner speech, a moment in development where language and
thought unite to constitute verbal thinking. Hence, he is the first psychologist to
document the importance of private speech. According to him, private speech was the
earliest manifestation of inner speech. Indeed, private speech is more similar (in its form
and function) to inner speech than social speech.

● Private speech is 'typically defined, in contrast to social speech, as speech addressed to

the self (not to others) for the purpose of self-regulation (rather than communication).'

Piaget vs. Vygotsky on Private Speech

 Private Speech

Piaget Vygotsky

Similarities

· Both believed that egocentric speech is vital to the

process of cognitive development.

· Both believed the child is an active participant in his or

her own learning.

Differences Egocentric or immature; A revolution to create mental

developmental dead-end functioning

Vygotsky’s Hypothesis on Private Speech

Private speech is a product of an individual’s social environment. This hypothesis is supported

by the fact that there exist high positive correlations between rates of social interaction and
private speech in children.

Additional Information

Children’s use of private speech diminishes as they grow older and follows a curvilinear trend.
This is due to changes in ontogenetic development whereby children are able to internalize
language (through inner speech) in order to self-regulate their behavior.

II. Classroom Applications

A contemporary educational application of Vygotsky's theories is "reciprocal teaching," used to

improve students' ability to learn from text. In this method, teachers and students collaborate in
learning and practicing four key skills: summarizing, questioning, clarifying, and predicting. The
teacher's role in the process is reduced over time.
Vygotsky’s theory of cognitive development on learners is relevant to instructional concepts
such as "scaffolding" and "apprenticeship.” Vygotsky's theories also feed into the current interest
in collaborative learning.