L2 Social Interaction:

L2 Social Interaction:
Vygotsky in theory and practice
Stephanie Hawley, Tom Horsmon,
Collin Buckley

L2 Social Interaction:
Vygotsky
Theory
Research
Application

What is the Role of Social
Interaction in Acquiring L2?
Many theorists have addressed the question
of how we learn.
The theorists of most interest to teachers who work
with CLD students are those theorists who have
recognized the impact of culture on cognitive
development.

Vygotsky
Vygotsky espoused a
theory of cognitive
development known
as Sociocultural
Theory. His position
was “that human
activities take place
in a cultural setting
and cannot be
understood apart
from these settings .”.

Key Ideas From Sociocultural
Theory
Cognitive structures are directly related to our
interactions with others, our cultural experiences.
Social interactions do not simply influence
cognitive development; social interactions create our
“cognitive structures and thinking processes.”

Before Western Educational
Philosophy Met Vygotsky…
Jean Piaget was a Swiss psychologist who greatly
impacted how educators understand cognitive
development. His theories, while acknowledging the role of
social interaction, do not place significant emphasis on
culture.
Vygotsky and Piaget were born the same year, 1896, but
the work of Piaget was well known in the West long before
Vygotsky’s s work became widely known.

Piaget’s s Theory of Cognitive
Development
Piaget’s s Four Factors
That Influence
Cognitive
Development
• Biological Maturation
• Activity
• Social Experiences
• Equilibrium

Vygotsky vs. Piaget
• Greater emphasis on
cultural context as driving
force for cognitive
development.
• Presents a more culturally
defined model for cognitive
development with children
developing cognitive
patterns which follow the
models most frequently
presented to them by
adults.
• Greater emphasis on
genetically programmed
biological changes as the
driving force for cognitive
development.
• Presents a more universal
model for cognitive
development with
“properly” cared for
children developing similar
cognitive patterns.

Why Discuss Piaget?
• Develop awareness of how
his theories regarding
cognitive development
have shaped Western
thought.
• Increase likelihood of
identifying opportunities to
discuss importance of
Sociocultural Theory for
CLD students.

Does Cognition Occur Solely in the
‣ Mind/world dualism
‣ Vygotsky’s s aim
‣ Support
Head?
‣ Link cognition and the mind to our environment, our
circumstances surrounding us
‣ Same task, different activities
‣ Cognition depends on student (individual entity) not teacher
“SLA is no longer just about individual heads acquiring bits and pieces of
the grammar, lexicon or sounds of another language, but it is about
developing the ability to live in another culture and even to think
through another cultural artifact.” James Lantolf

Importance of Play
‣Provides intrinsic motivation; it’s s fun, so say good-bye
to the filter!
‣Allows for basic communication
‣Builds a better understanding of the language
‣Develops higher level thinking
‣Gives students self confidence
‣Strengthens students’ potential
“I I hear and I forget; I see and I remember; I do and I understand.” unknown

Bridging the Gap
‣ Parents
‣ Teachers
‣ Discussion
‣ Questions
‣ Encouragement
‣ Resources
‣ Projects
‣ Other students
‣ Share ideas
‣ Negotiate direction
‣ Represent ideas in multiple forms
“…children
children’s s knowledge is co-constructed constructed with others in a social context.”
Trepanier-Street

Long Term Projects
‣Child Development Center at the University
of Michigan-Dearborn
‣Objectives
‣ Children between the ages of 4 and 7
‣ Vygotsky’s s and Piaget’s s influence
‣ Symbolic and dramatic play
‣ Students can see their thinking
‣ Students can reflect, refine, or change
‣ Students need many opportunities with the topic, to share,
negotiate and represent their ideas in multiple forms

The Garden Project
‣ Begin with a basic discussion
‣ Students show their thinking through pictures
‣ Review old ideas and add to them
‣ Bring in outside information to continue to build on the old ideas
‣ Provide another opportunity for students to gain new knowledge
‣ Children begin to develop an interest in a garden, so they take a field
trip to a green house
‣ Involve parents by asking them to donate plants and/or labor
‣ Students prepare by creating maps
‣ Plant their garden
“Separation between thought and action prepares children to develop abstract
thinking. Thinking and acting are no longer simultaneous; behaviors are no
longer driven by objects, but rather by children’s s thinking.” Ling-Ling Tsao

How Do We Apply Vygotsky’s
Theories in Our Classroom’s?
s?
My question is always:
“Okay, what does this
look like in practice?

Grouping
‘Social Social interaction mediates cognitive development’ - Vygotsky
1) Similar Ability Pairs
Pairs should have tasks that are interchangeable and of
equal difficultly.
2) Mixed ability pairs
Partners should get developmentally appropriate tasks.
3) Similar-Ability Groups
Groups can be different sizes. Consider gender, culture,
and age issues when grouping. Such groups can work
on tasks where everyone can contribute equally.

• 4) Mixed Ability Groups
Such groups need activities that don't require
equal language abilities for participation.
• 5) Individual
Selected individuals much higher or much
lower than the rest of the class may be given
independent tasks to work on.

Learning Context
• Classrooms
Highly visual
Multilingual signage
Space for group work
Reinforcement of Language
Learning
Access to technology

Curriculum & Instruction
• TPR
• Book Clubs
• Classroom Based Assessments (CBA)
• Role play activities / Word stories
• Interviews
• Cooperative Games
• Simulations
• Field Trips

Multimedia Aids
• Projecting images
• Web-quests
• Educational Blogs
• Audio / Video
Equipment
• Props
• Manipulatives
(Math/Science)

Bibliography
Articles and Books
• Woolfolk, , Anita. (2005). Educational Psychology (9th ed.). New York: Pearson Education, Inc.
• Mahn, , Holbrook. (1999). Vygotsky’s methodological contribution to sociocultural theory. Remedial and Special Education, 20(6). Retrieved
March 5, 2008, from ProQuest database.
• Kozulin, , Alex. (2002) Sociocultural theory and second language learning. British Journal of Educational Psychology. 72. . Retrieved March 5,
2008, from ProQuest database.
• Tsao, , Ling-Ling. Ling. (2002) How much do we know about the importance of play in child development? Childhood Education. 78(4). Retrieved
March 5, 2008, from ProQuest database.
• Trepanier-Street, Mary. (2000). Multiple forms of representation in long-term projects. Childhood Education. 77(1). Retrieved March 9, 2008,
from ProQuest database.
Web Resources:
• Colorado State University(1993-2008).Volunteering in ESL. Writing@CSU Home Page. Retrieved March, 2008 Web site:
http://writing.colostate.edu/guides/teaching/esl/multilevel.cfm
• Siobhan Kolar and Lisa D'Ambrosio(2002) Vygotsky’s Resources. Retrieved March, 2008 Web site:
http://www.kolar.org/vygotsky
www.kolar.org/vygotsky/
• Simple Psychology (2008) Vygotsky’s Theory of Social Development. Retrieved March, 2008 Web site:
http://www.simplypsychology.pwp.blueyonder.co.uk/vygotsky.html
• Gonzales,V., Beckett (2004)Content-Based ESL Writing Curriculum: A Language Socialization Model. In NABE
Journal of Research and Practice, 2(1), 161 - 175
• Authentic Interaction and Motivations. Retrieved March, 2008, from Teacher in Development. Web site:
http://teacherindevelopment.blogsome.com/2007/02/28
• Baker, J. (2007)Student Collaboration in the ESL/EFL Classroom. Retrieved March 10, 2008, from About.com:Englsih as a 2 nd language. Web
site: http://esl.about.com/cs/teachingtechnique/a/bl_baker4.htm