Theme+1

== __**Language adquisition process.**__

__1. Vigotsky's Theory__ - Teacher directed - Discovery method. - Children construct knowledge. - Learning can lead development. - Development cannot be separated from its social context. - Language plays a central role in mental development.

Learning other languages: - Public language - Private language - Inner speech

Verbal thought **Vygotsky's** theories stress the fundamental role of social interaction in the development of cognition //,//as he believed strongly that community plays a central role in the process of making meaning. **Unlike Piaget's** notion that children's' development must necessarily precede their learning,Vygotsky argued, learning is a necessary and universal aspect of the process of developing culturally organized, specifically human psychological function. In other words, social learning tends to precede development. **Vygotsky** has developed a socio-cultural approach to cognitive development. He developed his theories at around the same time as Peaget was starting to develop his theories, but he died at the age of 38 and so his theories are incomplete - although some of his writings are still being translated from Russian. No single principle can account for development. Individual development cannot be understood without reference to the social and cultural context within which it is embedded. Higher mental processes in the individual have their origin in social processes. Vygotsky's theory differs from that of Piaget in a number of important ways:  // or lack of emphasis on this) //
 * 1 ** : ** Vygotsky ** places ** more **** emphasis on culture ** affecting/shaping cognitive development - this contradicts Piaget's view of universal stages and content of development. ( ** Vygotsky ** does not refer to stages in the way that Piaget does).
 * 2**: **Vygotsky** places considerably **more emphasis on social factors** contributing to cognitive development (Piaget is criticised for underestimating this).
 * 3**: **// Vygotsky //**// places more (and different) //**// emphasis on the role of language //**// in cognitive development (again Piaget is criticised //

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**Scaffolding**: Vygotsky’s notion of scaffolds has played a critical role in the development of theory and research on language and literacy learning. A scaffold, of course, is an external structure that braces another structure being built. Used as a metaphor in pedagogical theory, a scaffold is an interactional mechanism for learning and development. Through dialogue and associated nonverbal interaction, teachers provide graduated assistance to novice learners as they attain ever higher levels of conceptual and communicative competence. With scaffolding, learners can experiment with new concepts and strategies in ways that would not otherwise be possible. An effective scaffold provides support at the edge of a child’s competence ,defining children’s zones of proximal development or their potential for new learning.Proximal development refers to the assumption that skills the child can display with assistance are partially developed, but cannot be employed yet without support (Pressley & McCormick). The wider the zone, the more capable are children to perform tasks the zone is activated through dynamic connections to scaffolding. However, these concepts do not explain specific mechanisms and outcomes of learning and development. Their appeal is the power with which they describe the culturally mediated activities that constitute the social and communicative contexts of interaction. media type="youtube" key="pXl7PP3bBKE" width="424" height="23" __2. Gardner´s learning Theory__ This theory has helped educators to reflect on their practice, and given them basics to broaden their focus and to attend to what might assist people to live their lives well. - Multiple Inteligences: - Culture (diversity) - Readiness (sensitazation) - Toll (high quality work) -collaboration (exchange ideas) -Choice (curriculum) - Arts( to develop children skills) **Logical-mathematical intelligence** consists of the capacity to analyze problems logically, carry out mathematical operations, and investigate issues scientifically. In Howard Gardner's words, it entails the ability to detect patterns, reason deductively and think logically. This intelligence is most often associated with scientific and mathematical thinking. **Musical intelligence** involves skill in the performance, composition, and appreciation of musical patterns. It encompasses the capacity to recognize and compose musical pitches, tones, and rhythms. According to Howard Gardner musical intelligence runs in an almost structural parallel to linguistic intelligence. **Bodily-kinesthetic intelligence** entails the potential of using one's whole body or parts of the body to solve problems. It is the ability to use mental abilities to coordinate bodily movements. Howard Gardner sees mental and physical activity as related. **Spatial intelligence** involves the potential to recognize and use the patterns of wide space and more confined areas. **Interpersonal intelligence** is concerned with the capacity to understand the intentions, motivations and desires of other people. It allows people to work effectively with others. Educators, salespeople, religious and political leaders and counsellors all need a well-developed interpersonal intelligence. **Intrapersonal intelligence** entails the capacity to understand oneself, to appreciate one's feelings, fears and motivations. In Howard Gardner's view it involves having an effective working model of ourselves, and to be able to use such information to regulate our lives.


 * __Non verbal language:__**

-Emblems: gestures precise meaning know by a culture -Illustrators like gestures that improve verbal sums-adaptors that help the children to adapt release tension, also called “manipulators”. - Regulators: to regulate, manage or control a conversation. - Affect displayers: facial expressions showing emotions. Paralanguage is important to develop oral skills: Qualifiers: volume, inflection, pitch, pacing, tone   characterizers: sounds, sigths, laughing, criyings  segregates: fillers in speech, pauses, silence or sounds .media type="youtube" key="rYofwJn2XdQ" width="296" height="245"