This week's reading is a little tough. There's a lot of information and not all of it is relevant to classroom teachers. However, I feel obligated to give you a full view of Vygotsky's ideas in relation to SLA.
As you read, try to focus on the ZPD (what it is), co-construction of meaning, scaffolding, and how it all connects to Methodology (or what you're doing in your classrooms).
***New groups and roles posted in the sugarsync folder.
For Young and Julie
ReplyDeleteI tried to create questions that would aid in your understanding of this week’s reading. I wrote questions, and then I deleted them and wrote them again. I’m trying to effectively get to the core of the reading, in a manner that doesn’t result in your suicide. That said… There’s no real way to sugar coat this peeps. This…is going to hurt.
Question 1/ Task 1:
In your own words (recommend you also use wiki) explain the notion of “Activity Theory”.
Question 2 / Task 2:
Define ZPD in your own words and give examples of how you have used it in the past or could use it in the future.
Question 3 / Task 3:
Explain some of the differences between Vygotsky’s original formulation of ZPD and the modified version put forward by current socio-cultural theorists.
Discussion Question
Currently in Korean public elementary schools, students are not placed into ZPD. Students, who have lived abroad for years and can speak close to a native level, are placed in the same class as kids who do not know the alphabet. Why do you think this is? Should it change? What might be the positives and negatives of doing so?
Q1: Activity theory is an approach to understanding human behavior by examining the social context of the behavior and the motivations of social pressures on people as they engage in activities.According to activity theorists, as people interact with their environment and each other, they achieve a series of outcomes leading to the development of tools. These could be literal tools, as in the case of someone who spends time constructing a computer, or more metaphorical ones, like social skills. Sometimes, an individual outcome only makes sense within the context of a shared and collective activity. Students working together on a project, for example, are participating in a collective activity where the outcome benefits all the participants.
DeleteQ2: The zone of proximal development is the range of abilities that a person can perform with assistance, but cannot yet perform independently. In my classroom, I have arranged the seating so that when we do pair work the more competent students always end up with a less skilled one. It really helps as the more competent students will always help their partners achieve their tasks.
Q3: Vyrgotsky's formulation of the ZPD was mostly concerned with the interaction between 'novice' and 'expert' whereas now they have expande the concept to include any form of collaborative work such as pair or group work.
Discussion: With my experience of teaching at an academy I find it very frustrating when they group together children of all levels. They will group them by age rather than their abilities. It makes it very hard for the teacher to prepare lessons that will be effective for all the students. If it is too easy then the higher level students will be bored and if the activities are too difficult the lower level students will not be learning anything. When I was in high school, we all had to take English classes, each grade was divided into two levels beginner and advanced. At least this helped the teachers create lesson that were appropriate for the levels.I really think they should consider dividing the students. All around this would be beneficial to both the students and the teachers.
Here are some vocabulary words:
Delete1- Scaffolding: It is an instructional technique whereby the teacher models the desired learning strategy or task, then gradually shifts responsibility to the students.
2- Phylogenesis: the evolutionary development and diversification of a species or group of organisms, or of a particular feature of an organism.
3- Ontogenesis; the development of an individual organism or anatomical or behavioral feature from the earliest stage to maturity.
4- Private speech: Also called internal speech, refers to occasions when people talk aloud to themselves. This is particular prevalent amongst children. Vygotsky sees "private speech" as a means for children to plan activities and strategies and therefore aid their development.
5- Inner speech: The silent expression of conscious thought to oneself in a coherent linguistic form.
6- Egocentrism: is an inability on the part of a child in the pre-operational stage of development to see any point of view other than their own.
7- Self-regulation: When a skilled individual is capable of autonomous functioning.
Question 1)
DeleteActivity theory believes that people learn and acquire knowledge through being engaged in an activity. Activity theory accounts every possible aspect around the learner as the factors that affect/contributes to their goal achieving, such as social environment, tools, and others that are involved in the activity.
Question 2)
ZPD refers when a learner’s ability is not yet sufficient enough to achieve/perform independently but can achieve/perform with some help. I have paired students with higher proficiency level to work with lower proficiency level. I also make my Ss to do their homework in a groups of 4~5. When I assign the groups, I always spread the higher ones to be grouped with lower ones. That way Ss can help and learn from each other.
Question 3)
Vygotsky’s original formulation of ZPD focuses the interaction created between ‘novice’ and ‘expert’ where the modified version believes Ss can work with their own peers (interact with peers) and without a designated teacher.
Discussion Question)
I know from middle school, they do divide Ss into different classes according to their levels after an assessment test. In elementary school, I think the subjects are too young to be separated because it might discourage some of the Ss with lower ability. Younger ones tend to react more emotionally. However, I do believe the school needs to plan more practical lesson plans/curriculum to accommodate all levels.
I’m the applier this week.
DeleteAs both Julie and I have tried to pair up lower competent student with more competent one, I think Ts can also incorporate Vygotsky’s original formulation of ZPD in their classroom by grouping Ss with different levels of proficiency. Also they should change the members of groups every two weeks or so. This is because they don’t want to make more competent Ss to be tired of playing the role of helper. Depending on the size of the activity/exercise, Ts can combine two groups into one big group and let them create interaction only among themselves (T shouldn’t get involved so much) to incorporate the modified version.
For David and Swati:
ReplyDelete1. What is one key difference between adult/skilled learners and child/unskilled learners that is essential to SLLT?
2. What is the role of scaffolding in ZPD?
3. What is the key point that Activity Theory adds to/tries to explain in relation to Vygotsky's original ideas?
Discussion:
Private speech seems to play an important role in helping learners move from unskilled to skilled, self-regulated practitioners. Are you aware of your Ss private speech during your lessons, if so, what is it's quality (repetition, vicarious responses, manipulation)? If not, have you ever noticed your own private speech while learning a new language? Is it possible for teachers to encourage Ss' private speech?
1. Adults / Skilled learners are able to function by themselves without outside help.
DeleteChildren / Unskilled learners need outside help to guide them.
2. Scaffolding bridges the gap between what the learners can and cannot yet do independently.
3. The activity theory is trying study and make sense of what the individual students are doing alone and in groups in learning context and why.
Discussion:
I have seen, rarely, and usually only [I think] by highly motivated students who have not studied in an immersive environment. I have seen some repetition, and manipulation but I have not noticed/witnessed vicarious responses. Do I think it is possible to encourage private speech? Yes. Do I know how? No.
Do you have any ideas?
I've also only noticed private speech with the highest-level students and a few of my coworkers. The one method that came to my mind was from the Swain reading. One of the examples was a teacher asking Ss about the gender of a word in French and it was done so that the S was prompted to work through the question aloud. It's a bit different from true private speech, but it's the same idea. I think you're right that the Ss need to be fairly self-motivated.
Delete1. What is one key difference between adult/skilled learners and child/unskilled learners that is essential to SLLT?
DeleteOne key difference between skilled and unskilled individual is of autonomous functioning. The skilled individuals are competent for autonomous functioning on the other hand the unskilled individuals are dependent upon guidance/training by skilled individuals.
2. What is the role of scaffolding in ZPD?
According to Wood et al. (1976), a scaffolded help has the following functions:
• Recruiting interest in the task
• Simplifying the task
• Maintaining pursuit of the goal
• Marking critical features and discrepancies between what has been produced, and the ideal solution
• Controlling frustration during problem solving
• Demonstrating an idealized version of the act to be performed.
As Donato (1994, p.41) puts it, ‘scaffolded performance is a dialogically constituted interpsychological mechanism that promotes the novice’s internalization of knowledge co-constructed in shared activity.
3. Discussion:
Private speech seems to play an important role in helping learners move from unskilled to skilled, self-regulated practitioners. Are you aware of your Ss private speech during your lessons, if so, what is it's quality (repetition, vicarious responses, manipulation)? If not, have you ever noticed your own private speech while learning a new language? Is it possible for teachers to encourage Ss' private speech?
Well not in particular at school teaching, but while teaching my six year old nephew, I have often noticed private speech.
Where while coloring a picture he used to speak to himself about which color should be used in the picture and why. Through his argument with himself, I often noticed that he had firm positive points with himself before going for a particular color.
I do not know what could be the ways to encourage private talks among students, but I am sure that it must not be hindered.
While having private speech students are practicing decision making skill verbally, which later they will be doing in their minds nonverbally. Thus it is an intellectual progress.
APPLIER
DeleteThe ZPD technique can be applied in a class of multiple intelligence.In such classroom there will be students with different profeciencies...by assigning them team work according to their profeciency first and then assigning them a higher proficiency project with assistance of scaffolding will be helpful.
Such classroom can also be best for having projects demanding for various skills,all students can participate in it and help each other to make their project successful.
Ans. 3 Activity theory helps in analyzing the level of learning.Learning can take place in different atmosphere,with people of various proficiency level...through this the development can be checked,which takes place while interacting.It can be social,literal or psychological.
DeleteDefinitions:
ReplyDeleteLanguage is a 'tool for thought', or a means of mediation, in mental activity.
we can direct our own attention (or that of others) to significant features in the environment, rehearse information to be learnt, formulate a plan or articulate the steps to be taken in solving a problem.
Learning is also a mediated process.
• It is mediated partly through learners' developing use and control of mental tools (and once again, language is the central tool for learning, though other semiotic modes of representation play a role: Wells, 1999, pp. 319- 20).
• It is also seen as socially mediated, that is to say, it is dependent on face-to-face interaction and shared processes, such as joint problem solving and discussion.
Other-regulation (typically mediated through language) a child or the unskilled individual learns, initially by carrying out tasks and activities under the guidance of other more skilled individuals (such as caregivers or teachers)
Self-regulation a mature, skilled individual that is capable of autonomous functioning
Scaffolding is the process of supportive dialogue which directs the attention of the learner to key features of the environment, and which prompts them through successive steps of a problem (Wood et al., 1976).
Scaffolding
• recruiting interest in the task
• simplifying the task
• maintaining pursuit of the goal
• marking critical features and discrepancies between what has been produced, and the ideal solution
• controlling frustration during problem solving
• demonstrating an idealized version of the act to be performed
Zone of Proximal Development is the domain where learning can most productively take place.
• The domain of knowledge or skill where the learner is not yet capable of independent functioning, but can achieve the desired outcome given relevant scaffolded help.
Zone of Proximal Development was defined by Vygotsky, as:
The difference between the child's developmental level as determined by independent problem solving and the higher level of potential development as determined through problem solving under adult guidance or in collaboration with more capable peers.
(Vygotsky, 1978, p. 85)
Phylogenesis is learning that the human race has passed through over successive generations.
Ontogenesis is learning that the individual human infant passes through in the course of its early development
Microgenesis is the local, contextualized learning process.
*when the student starts to get the token and begins to apply it. (my understanding – DZ)
Private speech, talk apparently to and for themselves rather than for any external conversational partners.
Egocentrism, or inability to view the world from another's point of view.
Inner speech, a use of language to regulate internal thought, without any external articulation.
Activity theory thus comprises a series of proposals for conceptualizing the social context within which individual learning takes place.
Three main types of second language private speech:
1 Repetition – repetition, repetition, repetition
2 Vicarious responses - responded privately to a question from the teacher, or repaired or completed someone else's utterance.
3 Manipulation - when students privately constructed their own second language utterances, manipulating sentence structure, building up and breaking down words, and engaging in sound play.
Prime characteristics of language use:
What we are suggesting is a more robust view that incorporates an understanding of talk or, more specifically, speech activity as cognitive activity that humans press into service in order to solve problems, regardless of its communicative intent. (Platt and Brooks, 1994, p. 499)
ANDREW, SEAN, GREG! Here are my questions. I hope you find them useful and worth answering. My comprehension questions might seem easy (and frankly I hope they are) but note that I'm asking for "layman's terms". The academic wording in this chapter gets so convoluted at times that I'd like to see how everyone dumbs it down. Pretend you're explaining these ideas to someone who doesn't even know what TESOL is!
ReplyDelete1) Paraphrase in layman's terms Vygotsky's definition of the Zone of Proximal Development. (Page 196)
2) What is scaffolding (as described by Wood et al.) and what are its functions? Layman's terms here, too! (Page 195, 197)
3: Describe in layman's terms the difference(s) between Krashen's Input hypothesis and Vygotzky's Zone of Proximal Development. (Page 200)
Discussion question:
Consider the peer interaction studies conducted by Donato (page 216) and Swain and Lapkin (p 217). Each of these studies claim that peer scaffolding and collaboration resulted in linguistic development. In other words, microgenesis occurred. Please explain whether you agree with their findings, why, and if/how/why you might attempt to apply similar techniques to your own classrooms. (no need to dumb this one down, btw)
First I would like to kindly thank you for providing the page numbers and making this as painless as possible.
Delete1) ZPD is the difference between how good you are individually versus how good you are with assistance from others.
2) Scaffolding is the process of helping learners solves problems that are too difficult for them to solve alone. Functions include:
-arousing interest
-making it more simple
-keeping focus on the goal
-pointing out what has been done and what is ideal
-managing frustration
-showing how the task can ideally be accomplished.
3. Input hypothesis assumes new language to be learned is just above the learner's currently ability. ZPD assumes new language is formed through working with others. The chief difference is with ZDP output is important as meaning is jointly constructed.
Discussion:
Given the individual cases of these researchers, I cannot refute their claims in the cases of their students presented. However I would be interested if these studies could be possible to replicate in environments that aren't so ideal. It seems at the very least, these students are quite cozy and familiar with each other. They are also motivated to succeed and to help others succeed. One example, one class, one time, is it an ideal learning environment, or perhaps a one time fluke. Or can any environment be turned towards this without upsetting external parameters too much?
My students are young, unmotivated (intrinsically) and extremely competitive. The class sizes are large and the proficiency ranges are very mixed. They have no choice but to study as the Korean government, society and their parents compel them to. I don't see them very often and I am responsible for about 15% of their English studies at public school (nevermind where else they study). With 20 minutes a week maximum in a class it's very difficult for me to enter their 'zones' and work on microgenesis with them.
When I do attempt to do this I find I am treating them like a group and not as individuals. I find one answer per group (or class) acceptable and it's a huge assumption to think that everyone participating understands it (let alone theshy kids who don't speak unless pushed). I don't arrange students by thinking about their ZPD and which groups would be appropriate together. In fact we tend to do the opposite.
Perhaps I could arrange students into groups by accounting for their ZPDs and give them tasks that allow for varying degrees and difficulties of answers. Although it is doubtful whether or not this would discourage or motivate them. Team bottom of the class would never be able to match team top of the class. Team top of the class is already top of the class, so they don't need to go anywhere or try hard...
Applier:
DeleteThis theory can be used in the EFL classroom in a variety of ways. First of all students should and can be put into classes based on their proficiency levels. If their proficiency levels are similar, they can construct meaning together as they are in each other's ZPDs. Also the instructor can keep ZPD theory in mind when providing input and corrective feedback to the students. Don't give them too much or too little, stay within the zone. Also push students to stay within each others' zones and correct each other. There are more students than teachers, take advantage.
ZPD allows us to feel that students are responsible in part for their own learning, it takes away all the burden from the teacher. It's reassuring to know that input is not the only important thing required. This doesn't mean teachers should be lazy.
Teachers can also keep in mind that students need to work in groups and individually. More diversity promotes better learning according to this theory and it also keeps things interesting.
Scaffolding is very useful for teachers. We can use it to help students construct meanings and organize thoughts that are too complex or difficult for them to construct on their own. They can go through the thought process instead of simple being given the answer. It shows them the process and let's them know they are capable of more complex thinking. Two heads are better than one.
The notion of private speech lets teachers know they shouldn't tell students to shut up and stop mumbling to themselves. It's an important technique for constructing meaning and practicing.
Language is a tool for thought and EFL teachers can show students how to use the tool, help them use it and make sure they keep it sharp.
Hey all. I'm highlighter for this week.
Delete1. Scaffolding: By supporting a learner through dialogue and prompting them towards certain components of a problem, it’s hoped the learner will gradually exert more autonomy in problem-solving and eventually acquire the tools to solve the problem independent of further instruction.
2. Zone of Proximal Development: Basically ZPD is a situation in which a student can be built up through scaffolding in order to achieve a desired outcome, even if they don’t have the knowledge or skill present at the initiation of the task.
3. Self-regulation: Able to function independently
4. Other-regulation: a process in which an unskilled individual learns how to function through external help, usually in the form of scaffolding.
5. Phylogenesis: Skills and knowledge that is passed through multiple generations.
6. Ontogenesis: Learning through the early course of infanthood and development.
7. Microgenesis: Knowledge and skills that we pick up during the course of our lives through social and cultural interactions.
8. Egocentrism: a development theory that children have a completely self-centered perspective of the world and are incapable of viewing the world from another’s point of view.
9. Activity theory: a theory that all human actions are products of their social context, and are reflective of these contexts in how they’re influenced and enacted.
Questions.
DeleteComprehension:
1) ZPD, according to Vygotsky, is a productive development zone determining the difference between where the child’s functioning skillset is without guidance, and their potential abilities that can be realized through peer guidance (such as scaffolding).
2) Scaffolding is the supportive process of helping a student achieve more autonomy in problem-solving, by leading them through steps and helping them to better analyze the steps to take in order to solve it.
3) ZPD is more dependent on peer-interaction to help prepare the learner for problem-solving, than input-hypothesis which is a much more passive, indirect and independent acquisition of learning through comprehensible input.
Discussion:
I see no reason to refute scaffolding or collaboration, or to question their findings. Of course student collaboration works. It reduces the learner’s anxiety and thus their affective filter when they’re talking to a fellow learner who has a similar proficiency level. And another learner can more easily detect their linguistic or comprehension problems, probably due to the similarities with their own SLA problems. And through their willingness to impress their partner with their linguistic ability or express their personal opinions, they might take extra care in communicating with one another (I forget what this self-evaluative process is called, but it was in a recent Swain reading). Of course, not all collaborations can work and you get pairs that are competitive or non-receptive to each other, but for the most part and in my own teaching, I’ve found student-to-student interaction to be a vital component of almost any class.
Michael, Sean, and Andrew,
ReplyDeleteI am the summarizer this week.
Michael, here are the answers to your comprehension questions.
1) Paraphrase in layman's terms Vygotsky's definition of the Zone of Proximal Development. (Page 196)
The ZPD basically represents the difference between what you can learn on your own and what you can learn working together with other people. I think saying being helped by other people could be a little misleading, since one could take it to mean that the ZPD requires the learner to have someone there who can do the task independently. Vygotsky actually says ". . .under adult guidance OR in COLLABORATION with more capable PEERS [emphasis mine of course]." If you look at the example given in the text, the children figure out the problem together possible that your peers, while being more capable, couldn't have done it without you either (or at least would have had a more difficult time). We can see this in the example the reading provides.
2) What is scaffolding (as described by Wood et al.) and what are its functions? Layman's terms here, too! (Page 195, 197)
Scaffolding basically means assistance. Vygotsky was referring specifically to supportive dialogue that was spoken during the learning process, but later theorists have broadened the term so it now refers to almost any kind of support provided to the learner. Its common functions include:
-arousing interest
-simplifying a task
-keeping focus on the goal
-pointing out what has been done and what is ideal
-managing the learner's frustration during the task
-showing how the task can ideally be accomplished.
#3) Describe in layman's terms the difference(s) between Krashen's Input hypothesis and Vygotzky's Zone of Proximal Development. (Page 200)
I found this part of the reading particularly convoluted but basically I think Vygotsky says meaning is co-constructed, there must be interaction with other people. Krashen just says that the input must be understandable but above the learner's current level of competence. Therefore, according to Krashen's comprehensible input, you could learn from a video without a live person present.
Mike's discussion question:
ReplyDeleteConsider the peer interaction studies conducted by Donato (page 216) and Swain and Lapkin (p 217). Each of these studies claim that peer scaffolding and collaboration resulted in linguistic development. In other words, microgenesis occurred. Please explain whether you agree with their findings, why, and if/how/why you might attempt to apply similar techniques to your own classrooms. (no need to dumb this one down, btw)
----------------
I definitely agree. I first read Vygotsky years ago and found that at first I thought, "OK, that makes sense," and didn't take much from it. Then it gestated in my mind for a while and I realized that the implications were actually pretty profound and wide-reaching. One of my favorite Vygotsky quotes was actually not in this reading but I'll reproduce it here:
Suppose I investigate two children. . .both of whom are ten years old chronologically and eight years old in terms of mental development. Can I say that they are the same age mentally? Of course [. . .] It means that they can independently deal with tasks up to the degree of difficulty that has been standardized for the eight-year-old level. If I stop at this point, people would imagine that the subsequent course of mental development and of school learning for these children will be the same, because it depends on their intellect. Of course, there may be other factors [. . .] but generally speaking, the fate of these children should be the same. [. . .] These children seem to be capable of handling problems up to an eight-year-old's level, but not beyond that. Suppose that I show them various ways of dealing with the problem. [. . .] Under these circumstances it turns out that the first child can deal with problems up to a twelve-year-old's level, the second up to a nine-year-old's. Now, are these children mentally the same?"
So, I do agree with the findings by the people described in the reading. Table 7.2 on p. 215 shows a nice breakdown of how collaboration works to co-construct knowledge by giving subtle feedback and prompting learners to recheck, reconsider, and recast among other things.
I do a lot of group work and pair work in my university classes, though I am hesitant to make this mandatory for extended projects. In my lower level classes I spend time making sure the students get to know each other personally, and have language to describe:
--general university life situations
--schedules and deadlines
--how sure they are of an answer
--what they want help with
--what kind of help they can give others
With this, even low level students can discuss possible answers, ask others for help, negotiate meaning, make suggestions, etc.