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Teaching English to young learners - Coggle Diagram
Teaching English to young learners
Vygotsky’s focus on language development in and through social life accounts, at least in part, for
the fact that he gets more attention than Piaget these days, although their approaches are by no means
incompatible (Gopnik, Meltzoff & Kuhl, 2001). If anything, his influence has continued to grow over the
last 20 years due, in no small measure, to the ‘social turn’ in second language acquisition
Link Title
https://www.verywellmind.com/lev-vygotsky-biography-2795533
https://www.biography.com/scientist/jean-piaget
BIOGRAPHYS
Vygotsky’s focus on language development in and through social life accounts, at least in part, for
the fact that he gets more attention than Piaget these days, although their approaches are by no means
incompatible (Gopnik, Meltzoff & Kuhl, 2001). If anything, his influence has continued to grow over the
last 20 years due, in no small measure, to the ‘social turn’ in second language acquisition
In a monolingual context like ours, where
the use of a second language is not really
meaningful for children, it is not necessary to
learn it from an early age; it is more important to
allow for the development of the mother tongue
and richly stimulate it. However, if it is really
considered important to learn a second language
during childhood, it is necessary to encourage
real communication from the start and to use
students’ participation in pedagogical decision making
Piaget identified four broad stages of development as the child progressed from birth to adoleslecense: the sensori-motor stage, the pre-operational stage, the concrete operational stage and the formal operational stage
Adult learners have an initial advantage where rate of learning is concerned, but they will
Only child learners are capable of acquiring a native-like accent.
Children may be more likely to acquire a native grammatical competence.
Children are likely to reach higher levels of attainment in pronunciation and grammar .
As a result, the social contexts of language learning and use have become increasingly
complex and diverse, and have led to the development of new pedagogical practices and applications,
along with the development of new conceptualizations of language and learning as reflected in terms
such as plurilingual pedagogies and translanguaging
adults.
The process of acquiring an L2 grammar is not substantially affected by age, but this is not the case of communication
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