Most curriculum learning activities also involve input from the teacher, and students engaging with meaning and processing it to produce a planned outcome.Ĭurriculum and language objectives can therefore often be addressed together through the same learning tasks. In terms of second-language learning, a task is a learning activity that is structured so that students engage actively with meaning through working with input and processing meaning to produce output. To make the best possible progress with language development, students must engage in activities that focus on both language forms and language meaning. How language-learning tasks can help language development For example, those who are being taught the processes and particular knowledge required in a new job. It also occurs when people of all ages are being taught a physical skill such as how to play a sport or use new equipment. Scaffolding of learning also occurs in familiar, non-academic contexts, such as when young children are being taught skills such as how to dress and feed themselves. Drawing on this inner-speech language system, they express a wide range of concepts to themselves and to others. Gradually, they add to these limited communications, internalise them, and widen them into a whole language system of inner speech. Their language develops only through social interaction. with the adults or children they are close to.In their early language development, children begin by taking part: Scaffolding in early language development He observed that what people are able to do and learn with the support of others exceeds what they can do on their own. Vygotsky saw learning as an intrinsically (naturally) social process that happens through the relationships between people. This zone is where learners cannot yet complete work fully on their own but can complete work if they have suitable support. The concept of scaffolding comes from the work of Lev Vygotsky (19) and his notion that learners learn most productively with support in the About Scaffolding Zone of proximal development Scaffolding also requires teachers to use a variety of instructional strategies to provide their students with support, guidance, and opportunities to practise working with the new learning. Scaffolding requires careful analysis (review closely) of the learning focus. By scaffolding learning, teachers give guidance and support to students as they progressively develop independent use of the new knowledge or skill.
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