1-Language+Acquisition+theories

__**Vygotsky**__
- Responsibility of learning to the children: to be able more capable and independent. - Scaffolding is a set of methods that help the children move from the assisted to the independent* levels of learning. The child is an active person in his own learning. - The process is important to the children to regulate their own internal an external behavior.


 * The zone of proximal development is the area between the level of independent performance and the assisted performance. It’s the zone in that the teacher has to focus their attention.

For Vigotsky language: - Enables children to regulate their own activities - As it becomes internalized, language becomes the principal tool of cognitive functioning – the child moves from talking to themselves when engaged in play or problem solving to thinking for themselves. Outline: -Children construct knowledge. - Learning can lead development. - Development cannot be separated from its social context. - Language plays a central role in mental development. “Assist Children to use strategies to further their intellectual capacities”

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=__**GARDNER´S THEORY**__=

//I want my children to understand the world, but not just because the world is fascinating and the human mind is curious. I want them to understand it so that they will be positioned to make it a better place. Knowledge is not the same as morality, but we need to understand if we are to avoid past mistakes and move in productive directions. An important part of that understanding is knowing who we are and what we can do... Ultimately, we must synthesize our understandings for ourselves. The performance of understanding that try matters are the ones we carry out as human beings in an imperfect world which we can affect for good or for ill.// (Howard Gardner 1999: 180-181)



“It merely helps one to understand the conditions within which education takes place. A type of learning for each intelligence” Academic brilliance is not everything. When function in life is not enough to have a great academic record. There are people of great intellectual capacity but unable to, for example, choose their friends wisely and on the contrary, people are less bright in school that wins the business world or in your personal life. Second, and not least, Gardner defines intelligence as ability. Until very recently, intelligence was considered innate. He was born intelligent or not, and education could not change that fact. Types: Linguistic Logical-mathematical Spatial Musical Kinetic body Intrapersonal Interpersonal Naturalist

=__**Bruner´s theory**__=

-The role of structure in learning and how it may be made central in teaching. The approach taken should be a practical one. 'The teaching and learning of structure, rather than simply the mastery of facts and techniques, is at the center of the classic problem of transfer... If earlier learning is to render later learning easier, it must do so by providing a general picture in terms of which the relations between things encountered earlier and later are made as clear as possible' (The Process of Education -1960)

-Readiness for learning. His argument is that schools have wasted a great deal of people's time by postponing the teaching of important areas because they are deemed 'too difficult'.

-Motives for learning. 'Ideally', Jerome Bruner writes, interest in the material to be learned is the best stimulus to learning, rather than such external goals as grades or later competitive advantage'

-Taking into account questions of predisposition, structure, sequence, and reinforcement in preparing curricula and programmes. He makes the case for education as a knowledge-getting process.

-To instruct someone... is not a matter of getting him to commit results to mind. Rather, it is to teach him to participate in the process that makes possible the establishment of knowledge.

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**__SCAFFOLDING__**

Scaffolding theory was developed by David Wood and Jerome Bruner, from the concept of zone of proximal development , by Lev Vygotsky.This theory postulates that in a type of interaction teaching -learning,who teaches action is inversely related to the skill level of the learner. The adjustment of the interventions of the teacher to the difficulties of learning,seems to be a decisive element in the acquisition and construction of knowledge.

The concept of scaffolding, a metaphor that refers to the use of scaffolding by the teacher,as that knowledge is constructed , the scaffolding is being removed.

At present, it is recognized that the scaffolding process not only takes place between teacher and student,or parent and child; but between equals,which is called collective scaffolding.

Scaffolding theory gives us insight into how the actions of one who teaches under the construction of knowledge.

__**DOCUMENTS**__

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