Vygotsky and Language development

Vygotsky and Language development

Vygotsky believed that language develops from social interactions, for communication purposes. Language is a social concept that is developed through social interactions. According to Lev Vygotsky, a 20th-century Soviet psychologist, language acquisition involves not only a child exposure to words but also an interdependent process of growth between thought and language. Vygotsky influential theory of the "zone of proximal development" asserts that teachers should consider a child prospective learning power before trying to expand the child grasp of language. Vygotskys theory of language is based on constructivist learning theory, which contends that children acquire knowledge as a result of engaging in social experiences.

A childs intellectual development is crucial to his language development. By interacting with his environment, a child develops the ability to develop private, inner speech.

The language learning process occurs as a result of give and take. Parents and teachers usher a child through a process of guided discovery, addressing her learning potential. Eventually, children internalize language skills.

Vygotsky viewed language as man’s greatest tool, a means for communicating with the outside world. According to Vygotsky (1962) language plays 2 critical roles in cognitive development:

1: It is the main means by which adults transmit information to children.

2: Language itself becomes a very powerful tool of intellectual adaptation.

Vygotsky (1987) differentiates between three forms of language:

·         social speech which is external communication used to talk to others (typical from the age of two);

·         private speech (typical from the age of three) which is directed to the self and serves an intellectual function;  private speech, in Vygotsky's view, was the earliest manifestation of inner speech. Indeed, private speech is more similar (in its form and function) to inner speech than social speech. Vygotsky sees "private speech" as a means for children to plan activities and strategies and therefore aid their development. Private speech is the use of language for self-regulation of behavior.

·         Finally private speech goes underground, diminishing in audibility as it takes on a self-regulating function and is transformed into silent inner speech (typical from the age of seven).

Vygotsky (1987) was the first psychologist to document the importance of private speech. He considered private speech as the transition point between social and inner speech, the moment in development where language and thought  to constitute verbal thinking.

For Vygotsky, thought and language are initially separate systems from the beginning of life, merging at around three years of age. At this point speech and thought become interdependent: thought becomes verbal, speech becomes representational.

Stages in language development

The primitive / Natural Stage : it is characterised by pre- intellectual speech and preverbal thought

Native psychological stage : it is characterised by : the child’s experience with his own body and objectives and the use of tools and increasingly correct use of language structure without the understanding of their logical meaningch

Egocentric speech stage:  it is characterised the use of external sign as aids in the solution of internal problems, counting on the fingers

In growth stage: the external operations turn inward, develop the ability for counting , develop logical memory.

Vygotsky and language development

1.      Language is a social concept that is developed through social interactions. According to Lev Vygotsky, a 20th-century Soviet psychologist, language acquisition involves not only a childs exposure to words but also an interdependent process of growth between thought and language. Vygotskys influential theory of the "zone of proximal development" asserts that teachers should consider a childs prospective learning power before trying to expand the childs grasp of language.˜

2.      Vygotskys theory of language is based on constructivist learning theory, which contends that children acquire knowledge as a result of engaging in social experiences. "Through social and language interactions, older and more experienced members of a community teach younger and less experienced members the skills, values, and knowledge needed to be productive members of that community,"

3.      According to Vygotsky, words are signals. Rather than engage children in a primary signal system, in which objects are referred to merely as themselves, adults engage children in a secondary signal system, in which words represent objects and ideas.

4.      A childs intellectual development is crucial to his language development. By interacting with his environment, a child develops the ability to develop private, inner speech. "Inner speech is thinking in pure meanings; it is the link between the second signal system of the social world and the thought of the individual.

5.      Through the development of inner speech, children straddle the divide between thought and language, eventually being able to express their thoughts coherently to others.

6.      The language learning process occurs as a result of give and take. Parents and teachers usher a child through a process of guided discovery, addressing her learning potential. Eventually, children internalize language skills. As young learners experience language development, they "can reflect better on their own thinking and behavior and reach greater levels of control and mastery over their own behavior," according to Adam Winsler, co- editor of "Private Speech, Executive Functioning, and the Development of Verbal Self- Regulation".˜

7.      Vygotskys constructivist language theory exists in opposition to Jean Piagets theory of language acquisition. According to Piaget, children construct knowledge about language through a complex process of assimilation, stressing the inherent capability of a childs brain to adapt to stimulation. By contrast, Vygotsky stresses the social nature of language learning, emphasizing the environment within which a child is raised.˜

Problems of Language Development

Children develop language skills through socialisation. School is a socialising agency where children learn their language. But all children are not in equal their language ability. Some children face problems in this regard. The main problems of language development faced by children are presented as follows :

·         Lack of initial listening and speaking opportunities.

·         Inability to express through the spcken or written medium.

·         Blocks due to genetic impairment of emotional problems of an impoverished environment.

·         Ambiguities in comprehension such as phonological, lexical or deep structural ambiguities, etc.

·         Inadequate cognition of word meanings.

·         Poor concept development.

·         Over emphasis on writing prematurely.

Implications for Teachers

The effective teacher should be aware of the problems faced by students in the classroom. He should create a homely environment in his class where students feel free to express and share their feelings, opinions and viewpoints with their teacher. Such an environment will facilitate the acquisition of language competency.

Language is learned and developed in a social context for functional purposes.

·         One should provide ample scope to develop listening, speaking, reading and writing skills.

·         One should create settings where language may be used for various purposes.

·         One should be cognisant of multilingual interferences, identify them and provide remedies.

·         One should encourage students creative efforts.

·         One should de-emphasise excessive writing or rote repetition, provide a relaxed environment for free expression of ideas, thoughts and feelings, provide structural and semi-structural setting to express verbal and non-verbal ideas, organise debates, class discussions and displays, etc.

·         One should help students develop early reading habits and enable them to do book reviews.