Vygotsky Identity Theory

877 Words4 Pages
1. Vygotsky redefined children’s cognitive and thinking development occurs through a social process. The social interaction is fundamentally based on spoken language by adults around the children. In the interaction, children control and interact with the environment using cultural tools such as languages. That is, these tools mediate individuals and social situation, and learning happens. Also, Vygotsky proposed an important concept called Zone of Proximal Development. It refers to the area between where children do tasks by themselves and where they need help from adults to achieve higher level tasks that they can’t do alone. Within this zone, children learn and as the result development occurs through social activities with adults. Until Vygotskian sociocultural theory appeared, SLA had been only focused on learners’ internal mechanism of their language development. However, the theory’s perspective made an opening to consider an external mechanism for language development, for example, the Interaction Hypothesis or Output Hypothesis. Without this perspective, the current communicative learning idea would not have appeared. 2. Identity Theory respecifies that identities of L2 learners are socially constructed, contradicted, and changer over time and space. Also, L2 learners are struggling for establishing their identity and they must negotiate their position in the L2 society or community. In other words, identity research in SLA theorizes the social as the site of
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