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Vygotsky and the ESL Classroom, 2007.
This paper examines how the "zone of proximal development" as stated by Lev Vygotsky operates in the ESL elementary classroom.
1,215 words (approx. 4.9 pages), 15 sources, MLA, $ 41.95
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Abstract
The paper explores how Lev Vygotsky's 'zone of proximal development' might be best utilized in the provision of instruction and learning in the classroom. The paper explains that Vygotsky's proposed 'zone of proximal development' is a learning theory based on the social aspect of learning. The paper shows that Vygotsky's 'zone of proximal development' is relevant in the ESL elementary classroom; cooperative learning provides a fertile learning ground for ESL students in language acquisition, due to the frequent and collaborative use of the language in a setting that is non-threatening and non-demanding. The paper provides case study literature that relates the success of these methods, particularly in the ESL classroom.
Outline:
Objective
Introduction
Summary and Conclusion
From the Paper
"Stated as effective strategies to access the zone of proximal development are the strategies of: (1) scaffolding; and (2) reciprocal teaching. (Riddle) First the interest of the student must be engaged by the teacher and tasks must be simplified so as to be manageable. The students must be motivated in order to pursue the goal of instruction and the teacher must "look for discrepancies between students' efforts and the solution, control for frustration and risk, and model an idealized version of the act."(Hausfather, 1996; as cited by Riddle, nd) The development of a dialogue between the teacher and students is possible in 'reciprocal teaching'. Through the interactive instructional strategy of communication between the student and teachers the students are provided support and encouragement to reach beyond merely answering questions and to become engaged in the discourse in the classroom."
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Testing in the ESL Classroom, 2008.
This paper analyzes the impact of testing on teaching and learning in the ESL classroom.
1,068 words (approx. 4.3 pages), 8 sources, APA, $ 37.95
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Abstract
This paper discusses the negative and positive impact of testing upon teaching and upon learning in the ESL classroom. Specifically, the paper explores how heavy-handed evaluation methods that emphasize student failure can assure even larger failure while a strong testing methodology can, on the other hand, build trust between student and teacher. Not to be overlooked, the paper also examines the manner in which testing can either lead teachers to test the wrong things or, conversely, can lead them to a higher level of professional development. The paper concludes taht, in the end, testing in and of itself is not the problem - the problem is teachers who use it clumsily.
From the Paper
"There can scarcely be any doubt that one of the most significant roles any teacher will perform is the difficult role of evaluator. Finding the tools and methodologies needed to appropriately assess where a classroom of students is headed is one thing, but another consideration is finding out a testing style and approach that will not cow students or dampen their enthusiasm for the course material. In an interesting study, Kaplan Bass (1993) found that it is the anticipation of having their work evaluated by a teacher that sparks anxiety among developmental or ESL students - and anxiety is one of the chief reasons why some students fall short of reaching their full potential as writers."
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The English Second Language (ESL) Classroom, 2008.
This paper discusses common traits of adult English Second Language (ESL) students, which impede their learning, and gives examples of how understanding American culture can increase the student's ability to learn the English language.
1,230 words (approx. 4.9 pages), 12 sources, APA, $ 41.95
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Abstract
This paper explains that culture is embraced and at times rejected by people trying to assimilate into another culture and to learn a new language. The author points out that a student's diverse attitude towards culture does not have to be seen as negative; however, in education, it often is. The paper lists eight common traits of people, who try to assimilate into a culture, which must be taken into consideration in the ESL classroom. The author stresses that language is the key to successful adjustment and identification into a dominant society. The paper underscores that the easiest way to teach a language is to have the student identify with the culture they are moving into. The paper stresses that the teacher has a responsibility to not only teach the English language to the bi-cultural student but also to assimilate the student into the culture with minimal conflict.
Table of Contents:
Introduction
Common Traits of an ESL Student
Examples of Incorporating Culture into the Teaching of Language in the ESL Classroom
Conclusion
From the Paper
"There are a variety of ways to incorporate culture into the ESL classroom like including music, stories, teaching gender roles, differences in food and the proper behavior in public. These are all things that must be done to flow freely and easily in American society, but could be filled with conflict for a person who does not speak English and who needs to fulfill the basic requirements of assimilating into American culture. The incorporation of these simple yet basic elements in American culture will enhance the teaching of an ESL classroom and provide a fundamental understanding of the language they are learning."
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The ESL/EFL Classroom, 2007.
A discussion regarding the teaching methods in ESL (English as a Second Language) and EFL (English as a First Language) classrooms.
5,028 words (approx. 20.1 pages), 22 sources, MLA, $ 126.95
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Abstract
This paper reviews and discusses the importance of teaching methods used in theclassroom. The paper focuses on teaching English as a foreign language (EFL)and English as a second language (ESL) students. The paper reviews various listening skills that can be taught to language students to assist them in learning. The paper further discusses the issue of fluency between the teacher and student. The paper also takes a look at the problems relating to academic oral learning in the ESL classroom.
From the Paper
" Other methods of improving student(s) listening skills include tests/quizzes that teachers can use in the classroom. These tests/quizzes can be found in a wide variety of places, especially with the advent of the internet. Many experts (presumably) have created websites that allow for lesson planning by teachers of ESL students that include both written and online quizzes which test for comprehension and improvement by the ESL students. Examples of the types of quizzes available include listening to a customer making a request and taking note of what is wanted, or listening to two people talking about a new job opportunity and get the details about the job offered and even listening to a woman asking a man questions for a survey while taking notes of his answers. These quizzes take into account the daily activities of the individuals 'normally' looking to acquire a second language. Other quizzes test on the listener's ability to recite about a man's trip to a foreign country that he has just returned from, choosing the correct conclusion based on what is heard and a listening guide that gives examples of symbol sounds by using representative words.
There are other methods of teaching ESL students in the classroom with one of the more interesting ways being a use of music to enhance the students learning process."
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Internet in Elementary ESL/EFL Classroom, 2002.
A study of using the internet in elementary school English as a second language classrooms.
1,365 words (approx. 5.5 pages), 5 sources, MLA, $ 45.95
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Abstract
This paper recommends the use of internet technology in the classroom. It demonstrates how it benefits both teachers and students, who find their learning sessions more challenging and interesting, by advancing the learning process rapidly through this dynamic information medium. The paper provides an example of the classic elementary school project of pen-pals through e-mail and the gathering of geographical information on their new friend on-line.
From the Paper
"Sela (1997) encouraged e-mail activities for EFL students. This method should apply to any level of students all over the world since e-mail reaches multiple community and nationalities.
E-mail offers a new way of learning, which students would mostly like. Compared to conventional mode, which takes time to apply postages and put them through post offices, e-mail would provide speedy, inexpensive, and eye-catching materials. When attempting the e-mail technique to teach EFL classroom, Sela remarked how students enjoy learning on first-hand experience, writing to other friends in other countries, which would write them back directly. They would enjoy reading about other cultures as well as telling learning about their own cultures to people from different nationalities. It is like the classical way of pen-pal activities, only e-mail goes faster; therefore students may expect the reply shortly afterwards."
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Lev Vygotsky, 2006.
A biography of the life of the educational theorist, Lev Vygotsky.
1,110 words (approx. 4.4 pages), 2 sources, MLA, $ 38.95
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Abstract
This paper begins by introducing Vygotsky in a personal and historical context. The paper then explores Vygotsky as an educational theorist and his three main theories in relation to child development ( Zone of Proximal Development, Language, and Social-Cultural Interaction.) Finally, the essay covers examples of Vygotsky's theories within a classroom setting, as well as implications and lasting results from his work.
From the Paper
"Vygotsky's theories can be categorized into three major areas: zone of proximal development, language, and social interactions. The zone of proximal development also referred to as ZPD, "is the distance between the most difficult task a child can do alone and the most difficult task a child can do with help" (Chapter 5: Lev Vygotsky, 82). Children that are learning a new concept can benefit from the interaction with a teacher or classmate. This process is referred to as scaffolding; when adults and peers help a child reach a new concept or skill by giving supporting information. "
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Vygotsky and Learning, 2005.
A brief discussion of the learning styles that Lev Vygotsky believed in.
1,082 words (approx. 4.3 pages), 3 sources, MLA, $ 37.95
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Abstract
Lev Vygotsky is one of the most prominent figures in the area of learning and social cognitive theories. This paper explained how he believed that a child learns from his environment and the society itself. His interactions with adults enable him to form ideas and speech. Without their help and guidance, the child wouldn't be able to organize information from raw data. The paper points out how Vygotsky argued that children are primarily depended on a teacher or more capable peer for learning. For this reason, he considered classroom discussions important for according to him, they facilitate communication and help the child internalize what he learns.
From the Paper
"Vygotsky maintains that there are four basic stages of learning: "First, from the very beginning, auxiliary signs are brought in and given to the child by the social environment in order to control, direct, and regulate the child's behavior. Second, the child actively begins to use signs in order to influence other people and act on others around him. Third, the word, as a sign with socially shared meaning, is the most useful sign in children's attempts to master their environment. Finally, basic processes are transformed mostly as a function of children's use of speech as a tool for planning and guiding their activity" (Moll, 1990)."
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Vygotsky and Piaget, 2007.
A comparison of Lev Vygotsky and Jean Piaget's views on learning and the factors that influence learning.
927 words (approx. 3.7 pages), 6 sources, MLA, $ 32.95
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Abstract
This paper discusses some of the different views of psychologists, Lev Vygotsky and Jean Piaget. It focuses on their views on learning and the factors that influence learning. The paper looks into the roles of the learner, the physical environment, culture and the instructor regarding an individual's ability to learn. It discusses Vygotsky's and Piaget's views of learning in relation to Piaget's theory of cognitive thinking as an endpoint compared to Vygotsky's theory, which applies mainly to mental development.
Table of Contents:
Learning
Factors that Influence Learning
Role of the Learner
Role of Physical Environment
Role of Culture
Role of the Instructor
From the Paper
"Vygotsky's approach is termed "sociocultural." He approached development differently from Piaget. Piaget believed that learning through discovery and supporting the interests of the individual are important techniques for the development of the logical use of symbols related to abstract concepts. Piaget's theory proposes that development of the child's interests should be enhanced, as the child develops biologically. His theory has a cognitive thinking endpoint as a goal. Vygotsky's theory applies mainly to mental development, and mental abilities and rational abilities are analyzed and developed instead of viewed as a product to be obtained. Vygotsky's development process begins at birth and has no stages, as it is too complex to be defined, but eventually reaches the ZPD (Driscoll, 1994; Hausfather,1996)."
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Piaget and Vygotsky, 2005.
A review of Piaget and Vygotsky's applications in education.
675 words (approx. 2.7 pages), 3 sources, $ 26.95
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Abstract
This paper discusses the cognitive learning theories of Piaget and Vygotsky. The paper also examines the differences the theories of learning that each of these professionals developed in relation to education, and how their work can be applies to the classroom environment. The paper then discusses how these concepts can be applied to a lesson in science for grades 3-4, as well as the methods in which the two theories can be used in conjunction with one another to provide successful learning outcomes.
From the Paper
"There are various approaches to classroom instruction within education today. As teachers are inundated with monumental changes in education, (such as the Federal No Child Left Behind Act and State guidelines), it is often difficult to develop teaching strategies that focus on how children learn, as opposed to a student's success rate in test taking. However, Piaget and Vygotsky both worked to develop concepts of cognitive learning that are significant to the educational environment because the realization and practice of these methods may aid many children in progressing successfully through the educational system. Piaget, (1896-1980) believed that children learned in stages, and that these stages correlated with the child's age group. "
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Vygotsky's Influence of Society, 2006.
This paper discusses Lev Vygotsky's theoretical approach to schooling as it applies to the American educational system.
2,025 words (approx. 8.1 pages), 5 sources, $ 80.95
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Abstract
The paper relates that Russian psychologist Lev Vygotsky believed child development was dependent on the influence of society. From Vygotsky's point of view, schools were not simply places for children to learn subjects deemed necessary for their education. Rather, students were turned into citizens based on what they learned and who was teaching them in their respective schools. The paper contends, however, that American schools have become a place in which society's will is imposed upon the students, rather than being those places in which students go to learn and become viable members of society in the process.
From the Paper
"Little question exists over this perspective being true today. American educational results--shown by declining grades in basic subjects and the inability of many graduating high school seniors to put together even a simple sentence--indicate that the American school system is less concerned over what is being taught than in how it is being taught."
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Lev Semeonovich Vygotsky, 2002.
A biographical sketch of education theorist, Lev Semeonovich Vygotsky.
1,421 words (approx. 5.7 pages), 15 sources, MLA, $ 47.95
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Abstract
This paper begins with a thorough biographical sketch of Vygotsky. It explains where he was born and how his upbringing influenced his way of thinking. It then discusses his key ideas and contributions to children's education theories. The paper concludes with a look at how Vygotsky's theories impact current practices in early childhood education.
From the Paper
"Lev Semeonovich Vygotsky, was born on November 5, 1896, in Tsarist Russia, in the town of Orscha in Belorussia, to a middle-class Jewish family. Vygotsky's parents were fluent in a number of foreign languages. As a child Vygotsky was taught by his mother to care for the other children, all of whom shared equally in household duties. The family would discuss history, literature, theatre and art, after dinner, which exposed Vygotsky to a wide range of interests. He grew up in Gomel, in what is now the independent nation of Belorussia, about 400 miles west of Moscow. Being that his family was Jewish, his family experienced social and educational restrictions. Consequently, he studied with a private tutor for many years, and enrolled in a Jewish gymnasium for junior high school. After Vygotsky had finished high school with honors (gold medal), he was ready to apply for university."
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Vygotsky's Sociocultural Theory, 2002.
An examination of Lev Vygotsky's sociocultural theory and its implications for early childhood educators.
1,504 words (approx. 6.0 pages), 10 sources, APA, $ 49.95
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Abstract
The paper focuses on Lev Vygotsky's theory of child development that examines the relationship between the child and his social environment and how they collaborate to mold cognition in culturally adaptive ways. The paper discusses two important concepts of Vygotsky's theory; the zone of proximal development and scaffolding. The paper discusses the importance of young children's interactions with adults and more competent peers in the development of cognition and the relationship between thought and language. The paper also looks at the implications for educators of young children.
From the Paper
"Vygotsky's theory of child development, often referred to as sociocultural theory, examines the relationship between the child and his social environment, and how they collaborate to mold cognition in culturally adaptive ways (Berk, 1997). While Vygotsky held similar views of Piaget's theory of development, in which children are active seekers of knowledge, Vygotsky did not view them as the sole constructivists of their own learning. Rather he stressed the importance of sociocultural factors on a child's learning and development. Three basic principles underlying Vygotsky's sociocultural theory examine the influences of social context on learning, the acquisition of language in context to the social environment, and the relationship of language on cognitive development."
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Vygotsky's Theory on Development, 2007.
An analysis of "Adult Sensitivity to Children's Learning in the Zone of Proximal Development" by Amy Chak about Lev Vygotsky's theory on development.
3,498 words (approx. 14.0 pages), 10 sources, MLA, $ 98.95
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Abstract
This paper discusses Lev Vygotsky's theory on development - that is his theory of the zone of proximal development (ZPD). The paper specifically comments on the research of Amy Chak into Vygotsky's ZPD approach, that is presented in an article called "Adult Sensitivity to Children's Learning in the Zone of Proximal Development". The paper then goes on to present other articles that present other opinions on ZPD.
From the Paper
"So, next Gal'perin needed to create a method of teaching in which the grapheme could be divided into segments, and to do that, he used Vygotsky's ideas about units of analysis during psychological research. Using the shapes of the graphemes, Gal'perin designed a teaching strategy based on "vocalizations during the execution of the learning task." The strategy basically amounts to implementing a unique ZPD and scaffolding from that point. To wit, the teacher offers a model of a grapheme (explaining the "purposes of the indices" in the process), and then demonstrates how to isolate them."
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Vygotsky's Theory on Play, 2005.
This paper discusses psychologist Lev Vygotsky's theory of leading actions and its application to the understanding of the play of children.
985 words (approx. 3.9 pages), 7 sources, MLA, $ 34.95
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Abstract
This paper explains that, according to psychologist Lev Vygotsky's theory of leading actions, every function in the child's cultural development appears twice: First, on the social level and later, on the individual level; first, between people (inter-psychological) and then inside the child (intra-psychological) and the implications of play advancement. The author describes childhood play using this theory to understand the inherent developmental psychology and analyzes the play behavior through the stages of the child's life of infants, toddlers, preschoolers and school-age children up to between ages eight and ten. The paper relates that, while failure along the way can inhibit future growth, adult facilitation by manipulating the child's inter-psychological environment can develop the child's intra-psychological basis.
From the Paper
"The toddler stage grants additional mobility and a child more interested in physical activity to explore this newly-found environment. At this stage, children begin to engage in games that explore the methodology of object permanence (i.e. engaging in games of hide-and-seek or burying or otherwise hording toys). The child also continues to develop their shared attention and starts to become able to visualize a world outside of their own. Through this model, they begin to view themselves as members of a greater community and begin to develop skills to participate, especially in the areas of language. All of these developments build upon the important lessons gained in the infant stage and allow the toddler to more intimately understand and control their physical environment and other social being around them."
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Vygotsky's Theory on Development, 2005.
A discussion regarding Lev Vygotsky's theory of "zone of proximal development", as researched by Amy Chak in her study entitled, 'Adult Sensitivity to Children's Learning in the Zone of Proximal Development'.
1,174 words (approx. 4.7 pages), 3 sources, MLA, $ 40.95
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Abstract
This paper takes a look at the theory of "zone of proximal development" (ZPD), the well-established model originally launched by Lev Vygotsky. According to the paper, the role of adults in the process of a child's learning and development will be greatly enhanced through the thoughtful application of ZPD. This paper reviews the research, 'Adult Sensitivity to Children's Learning in the Zone of Proximal Development' by Amy Chak, which talks in-depth about ZPD.
From the Paper
"The Vygotsky influence has recently had an impact in a university environment in New Zealand. Indeed, the application of the ZPD model in New Zealand moved well beyond just another theory for "old school" teachers to bravely tackle, and has actually become a "common sense" approach to learning and development. This information comes through another peer-reviewed research article ("Vygotsky's Zone of Proximal Development and Problem-based Learning: linking a theoretical concept with practice through action research"). In the piece, the author explains that students had been employing "problem-based learning" (PBL) methods to develop "relevant content knowledge and the metacognitive skills that will enable them to become good learners and problem-solvers..." (Harland, 2003)."
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