Vygotsky's principle

What I found very interesting in Chapter 4 was that although we cannot have a "formula" type of approach to learning by doing, Vygotsky came up with a principle for addressing the problem that there may be an argument for any number of effective combinations (of things such as context, instruction, level of proficiency, age, etc.).  He stated that, "Any function in a child's cultural development appears twice, or on two planes.  First it appears on the social plane and then on the psychological plane" (p 115).  He stated that it moves from "inter-psychological," which is the social, to the "intra-psychological," what's internalized individually.  An example stated in the book where teachers use this principle is where, "Social forms of reading lead to independent reading." 

I never thought of learning in these terms, from the "inter-psychological" to the "intra-psychological."  But, it makes sense.  Reading about Vygotsky's principle reminded me of scaffolding.  As teachers, we are drilled with knowing what scaffolding is and how to use it as a strategy for our students' learning experiences.  We as teachers help students first before they begin to try new material or a concept by themselves, building and utilizing their previous knowledge acquired with us in order to do these things on their own, independently. 

Then, the chapter goes on to tell about learning by doing, which is when students work independently in the "intra-psychological."  I think that learning by doing is the most effective way for a person to learn, in any aspect.  Similar to language learning, a person will most effectively learn a new language by practicing it.  Further, it would be most effective through immersion because the language and culture is all around you. 

Alternative Assignment

Hooper, Simon, and Michael J. Hannafin. "Psychological Perspectives on Emerging Instructional Technologies: A Critical Analysis." Educational Psychologist 26.1 (1991): 1-27. Professional Development Collection. Web. 15 Mar. 2011. <http://http://web.ebscohost.com/ehost/pdfviewer/pdfviewer?hid=111&sid=462ea688-f327-47bf-952d-493390d8d06b%40sessionmgr113&vid=11>.

This article takes on a psychological perspective on technologies in education.  It talks about the instructional methods and how they affect the students’ need based on their cognition.  This will help my project in that it takes into account different instructional methods/technologies according to students’ cognition, an aspect of individual learner differences.

Green, Anthony. "Washback to Learning Outcomes: a Comparative Study of IELTS Preparation and University Pre-sessional Language Courses." Assessment in Education: Principles, Policy & Practice 14.1 (2007): 75-97. Print.

This article is a study on different advantages/disadvantages test preparations had on learners in their writing test scores.  The International English Language Testing System academic writing test was what was used.  The different types of preparation were those with a test preparation, those to introduce academic writing in the university, and those with both.  The findings are relevant to my topic because they show differences in participants with their questionnaires and test data.  These findings stated that there weren’t any advantages to those with a test preparation focus.  The differences among learners will be what I look for in this article.

Harper, Candace, and Ester De Jong. "Misconceptions About Teaching English-language Learners." Journal of Adolescent & Adult Literacy 48.2 (2004): 152-62. Print.

This article discusses effective teaching of ESL and its misconceptions.  It also touches on teaching methods for native English speakers as well as ESL learners.  The article includes much of the pedagogical aspect of learning in ESL.  I will focus on the TESOL aspect in individual learner differences from this article.

Hawson, Anne. "A Neuroscientific Perspective on Second-language Learning and Academic Achievement." Bilingual Review 21.2 (1996): 1-22. Print.

This article states that there is controversy on what factors influence academic results for second-language learners.  It discusses the relationship between the two and different perspectives on it.  The Threshold Hypothesis, by Cummins, is included here and is examined.  The article states that immersion causes learners to have a shift from auditory to visual processing, and states that this is beneficial to learning but it also inhibits learning in concepts that depend on auditory learning.  This article will be helpful in connecting the different learning strategies and second language acquisition for my topic.

Feminist Problem Posing

As I read this section, I began wondering how it was being connected to language and TESOL.  At the end of the section, however, I learned something.  Two quotes stood out to me, a lot. 
"...we in TESOL who are ourselves the descendants of slaves or indigenous or colonized people or who teach the descendants of slaves or indegenous or colonized people can redefine, rethink, and re-vision whom knoledge serves  (p. 112)."  The "whom knowledge serves" part really connected the beginning of the chapter to this feminist aspect.  "Serves" in the problem posing approach does not mean to transmit knowledge to students and expect them to accept it, as is.  In the problem posing approach, knowledge is meant to focus on making meaning to the knowledge offered.  It includes the emotional aspect of the concept and its' students.  It also is a more effective way of teaching in that it encompasses many different strategies/ways of teaching which results in students having the ability to solve a problem on their own, think for themselves, and come to a conclusion.  In this section, that idea is emphasized but is also made more complex on bringing in racial and gender issues.  "whom knowledge serves" is a very powerful statement and illustrates the importance of equality.
Another quote that stood out to me was this: "Feminist and womanist problem posing can open new criteria for ethics and morality and create new spaces for the creation of aesthetics and tastes" (p.112).  It really shows what this type of approach can do for the teaching world.  All in all, this section surprised me with what it had to offer. 

Dialogic Approaches

I really liked learning about the two different dialogic approaches, the Socratic Method and the traditional Eastern Philosophical roots of it.  The Socratic Method, created by Socrates, made very interesting connections through his analogy of a pregnant woman compared to a student, "pregnant with thoughts, was in labor."  Also, the "midwife," or the teacher, being the one asking the questions, skillfully.  "Through questioning, the student gave birth to concepts and understandings that were already in his mind."  I love this approach to teaching.  This approach implies that the student has capability/potential, but just needs proper questioning, no matter who it is.  An example in the text is that even, "an uneducated slave boy could reason through difficult mathematical problems and arrice at the Pythagorean theorem."  He also does not ignore the point of ignorance, that state of being unknowledgable, pointing out that an awareness of one's ignorance is wise. 

I also enjoyed learning about Confusius, "China's 'first teacher' Kong Zi."  He recognized what was needed in society and focused on how to attain ren.  This scholar and teacher portrays the importance of loving learning and that one never, ever stops learning.  His teaching had good intentions, wanting to influence society and cause social reform.  This sort of teaching is what brings about change and causes a shift or a movement. 

I loved learning about these two teachings, as a future educator.