E-TUTOR PRES UNIT 2 REVISED

EDLS2611 – Unit 2 Language Acquisition and the Language Learning Process UWIOC Year 2019/2020. Course Instructor Ashmeed Abdool

Theories of Language Learning and Thought Cognitive Constructivism: Jean Piaget ( 1955) Social Constructivism: Lev Vygotsky (1962) Constructivism: Jerome Bruner (1966) UWIOC Year 2019/2020. Course Instructor Ashmeed Abdool

Theories of Language Learning Cognitive Constructivism Piaget placed much emphasis on the development of the schemata in the development of language and thinking. Concepts associated with Piaget Schema Assimilation Accommodation Equilibrium Previous Knowledge UWIOC Year 2019/2020. Course Instructor Ashmeed Abdool

Cognitive Constructivism and its impact on language and thought • Piaget (1955) posits: • Thinking stimulates language learning and language refines and elaborates thinking. • Language emerges out of cognitive competencies. • New concepts generate language as the need arises to talk about these concepts. • When children engage in action the experience provides them with the basis for talk. UWIOC Year 2019/2020. Course Instructor Ashmeed Abdool

Applying Piaget’s Theory to the Classroom ( Crammer, 2004, p. 68) • Learners should explore and experiment with the physical and social environment. • Use the creative arts to motivate language and provide experiences that give language concrete and direct references in the physical and social environment. • Provide cognitive stimulation through a print- rich/language rich environment to facilitate language. UWIOC Year 2019/2020. Course Instructor Ashmeed Abdool

Applying Piaget’s Theory to the Classroom ( Crammer, 2004, p. 68) • Encourage children to actively participate in real- world events so that language and experience and experience fit in together naturally. • Activate prior knowledge to new learning to existing knowledge. • Develop an oral knowledge base in learners on which reading and writing can develop. UWIOC Year 2019/2020. Course Instructor Ashmeed Abdool

Theories of Language Learning Social Constructivism Vygotsky placed much emphasis on the social aspect of cognitive and language development. Concepts associated with Vygotsky: The Zone of Proximal Development (ZPD) UWIOC Year 2019/2020. Course Instructor Ashmeed Abdool

Social Constructivism • Vygotsky (1962) states: • Children gain understanding and meaning through their exposure to adult language models and competent peers. • Language occurs first in a social context. • Language learning is scaffolded through social interaction. • Concrete experiences with the world coupled with language experiences fosters children’s language thinking skills. UWIOC Year 2019/2020. Course Instructor Ashmeed Abdool

Applying Vygotsky’s Theory to the Classroom (Crammer, 2004, p.68) • Model language by interacting with children as listener, speaker, questioner and friend. • Extend and expand children’s thinking beyond the limits they may construct for themselves. • Stress social interaction with adults and peers, since it focuses children’s attention on elements of their experience that might otherwise elude them. UWIOC Year 2019/2020. Course Instructor Ashmeed Abdool

Applying Vygotsky’s Theory to the Classroom (Crammer, 2004, p 68) • Recognize that social interaction and the need to communicate are essential components in the development of language. • Create learning communities ( small groups) where the teacher and children work cooperatively and collaboratively through sharing, think-aloud modeling and teacher conferences. • Emphasize dramatic play ( imaginative play and role playing) to foster language development.

Theories of Language Learning Constructivism Bruner placed much emphasis on the environment and its impact on language. Concepts associated with Bruner: LASS (Language Acquisition Support System) scaffolding UWIOC Year 2019/2020. Course Instructor Ashmeed Abdool

Theories of Language Learning Constructivism • Bruner (1966; 1983) proposes: • It is only through the use of language that children learn to think abstractly. • Children acquire language through the attempts they make to communicate with those in their environment. • Students language learning is scaffolded as adult support is gradually withdrawn and children assume more responsibility for their learning. UWIOC Year 2019/2020. Course Instructor Ashmeed Abdool

Applying Bruner’s Theory to the Classroom ( Crammer, 2004, p.68) • Stress active experimentation and interaction with the physical and intellectual world on children’s own terms. • Apply children’s oral language to literacy instruction. • Exploit the natural relationship that exists between oral and written language in teaching of reading and writing. UWIOC Year 2019/2020. Course Instructor Ashmeed Abdool

Applying Bruner’s Theory to the Classroom ( Crammer, 2004, p.68) • Create activities that serve both pleasurable and practical purposes. • Make extensive use of the library and learning centers. • Arrange the classroom furniture to facilitate language learning. Refer to Unit 2 Readings for more information. UWIOC Year 2019/2020. Course Instructor Ashmeed Abdool

Why are theories important? • Theories of language acquisition and language learning helps us to refine, reshape, and change our philosophy of language and literacy teaching and learning. • This knowledge also helps us to be more understanding of the language and literacy behaviours of the children we teach. UWIOC Year 2019/2020. Course Instructor Ashmeed Abdool

Ponder now • Examine your current pedagogical practice and how is it aligned to the three theories of language learning? If not, what changes needs to be done? • How do these theories link to the language-rich environment that you encountered in Unit 1? • What are the different aspects of the constructivist classroom? UWIOC Year 2019/2020. Course Instructor Ashmeed Abdool

Section 2 The Ecology of the Classroom • The classroom ecology refers to the interaction between the people and the environment in which they occupy. The environment that we create in the classroom has a direct impact on their language acquisition. We may not have control over their home or community situation, but we have them for at least a third of the day. Make it count! UWIOC Year 2019/2020. Course Instructor Ashmeed Abdool

The Ecology of the Classroom There are three types of Environments: The Intellectual Environment The Therapeutic Environment The Cultivated Environments UWIOC Year 2019/2020. Course Instructor Ashmeed Abdool

The Intellectual Environment • The Intellectual Environment: An intellectual environment cultivates openness to ideas and respect for the opinions and ideas of others. UWIOC Year 2019/2020. Course Instructor Ashmeed Abdool

The Therapeutic Environment • Children need a secure, stable therapeutic environment where they receive sympathetic understanding and acceptance. UWIOC Year 2019/2020. Course Instructor Ashmeed Abdool

The Cultivated Environment Environments are cultivated through active, continuous effort to shape the conditions and atmosphere in which children learn. UWIOC Year 2019/2020. Course Instructor Ashmeed Abdool

Ponder now How does your classroom reflect the intellectual, therapeutic and cultivated environment? If not, how can you create it? How do the intellectual, therapeutic and cultivated environment link to the three theories of language learning? Have you heard of the temporal environment? How can this foster efficient language and literacy learning? UWIOC Year 2019/2020. Course Instructor Ashmeed Abdool

Section 3 McGee & Richgels (2012) Four Stages of Literacy Development Stage Beginners (birth-3) Novices (ages 3-5) Experimenters (ages 5-7) Conventional Readers and Writers (ages 6 to 8) UWIOC Year 2019/2020. Course Instructor Ashmeed Abdool

McGee & Richgels (2004) Four Stages of Literacy Development • Beginners ( Birth-3 years): • Have meaningful, foundational experiences with books and writing materials, they do not yet find meaning in written symbols. UWIOC Year 2019/2020. Course Instructor Ashmeed Abdool

McGee & Richgels (2004) Four Stages of Literacy Development • Novices ( ages 3-5): • Are aware that printed text communicates messages. Although they attempt to read and write in unconventional ways, their organization of material shows that they understand how lists, letters, and stories are organized on the printed page. They recognize some alphabet letters and logos, such as the logos on their favourite food packages, toys and restaurants. Children are described as logographic readers and writers. They are considered UWIOC Year 2019/2020. Course Instructor Ashmeed Abdool

McGee & Richgels (2004) Four Stages of Literacy Development • Experimenters ( ages 5-7): • This is the transitional period. Children usually recognize all the letters of the alphabet and develop sound-letter correspondence. • They are beginning to invent spellings and read familiar repetitive text. UWIOC Year 2019/2020. Course Instructor Ashmeed Abdool

McGee & Richgels (2004) Four Stages of Literacy Development • Conventional Readers and Writers (ages 6-8): • Children read and write in ways that most people in our society would see as “real” reading and writing. • See Course Reading for Unit 2 for more information. UWIOC Year 2019/2020. Course Instructor Ashmeed Abdool

Wood’s (1998) Five Stages of Literacy Development • Emergent Literacy • Initial Reading and Writing • Transitional • Basic Literacy • Refinement • Consult your Unit 2 course readings for further information. UWIOC Year 2019/2020. Course Instructor Ashmeed Abdool

Cambourne’s Seven Condition of Language Learning Learning • Immersion • Demonstration • Expectation • Responsibility • Approximation • Use • Response • Consult Unit 2 Readings for more information. UWIOC Year 2019/2020. Course Instructor Ashmeed Abdool

Ponder now • What level or stage of literacy development are your students? Do they exhibit the characteristics as described in the stage. What developmentally appropriate practices are associated at their stage? • How can you apply each stage of Cambourne’s to language and literacy learning? UWIOC Year 2019/2020. Course Instructor Ashmeed Abdool

References Cramer, R. L. (2004). The Language Arts: A Balanced Approach to Teaching Reading, Writing, Listening, Talking, and Thinking. Boston: Pearson Education. L.M. McGee & D.J. Richgels (2004). Literacy Beginnings: Supporting Young Readers and Writers. Boston. Pearson Education. Language Acquisition and the Language Learning Process. The University of the West Indies, Open Campus (2020). Language, Learning and Acquisition of Literacy ( EDLS 2611). UWIOC Year 2019/2020. Course Instructor Ashmeed Abdool