The Linguistic Turn - Essay Example

? Video Analysis [School] Number] Summary The video under consideration demonstrates how socio-cultural theory is applied in the process of learning a language. In two examples teachers resort to the use of reciprocal teaching that gives an opportunity to create an environment of open dialogue between a teacher and students. The teachers apply situated learning in order to impart knowledge to the students. Both the teachers use “the zone of proximal development” in the process of teaching. They involve the students in the activities that are more difficult than they can do. Moreover, from the videos it is seen that knowledge is treated by teachers as “The Linguistic Turn.” This means that students use the language to describe the world around them and use it is social situations (Mitchell, 59). The video, which encloses pair and group work, includes two examples of lessons based on interaction between both students and a teacher. In the first case the students are asked to work in small groups. They answer true and false questions. Then, they are divided into two teams. All of the students stand in two lines; each team tries to answer the questions faster than its opponents. It is not difficult to see that students are having fun from such activities. During the second lesson students are asked to write a sentence on a required topic. They are given only five minutes to complete this task. Here we also see that students are divided into groups. The teacher motivates the students interact with each other. Students help each other and try to find and correct mistakes. A teacher checks an assignment together with the students. Video Analysis Application of Theory It is necessary to stress that the first teacher resorts to the use of several group management techniques in the video. They are the following ones: 1) focusing, 2) direct instruction, 3) monitoring, 4) modeling and 5) positive discipline (Omrod 67). The role of the teacher is extremely important. She directs students’ interaction, group and team work and often steps aside, in order to give students an opportunity to be active and take part in the learning process. This makes the progress more effective. The teacher is constantly addressing the students and this is a very good motivator for them. The second lesson gives an opportunity to pay attention to various authentic materials and their importance in the learning process. Thus, authentic materials are used by native speakers of a language for actual communication. They are good tools for teaching and learning. These materials make every lesson interesting and unique. They may be applied to any topic and help learn more information. Thus, the teacher resorts to the use of bright cards for children to write. This helps to keep their attention focused on the task. It is not very difficult to see that in both the lessons the teachers apply the so-called “zone of proximal development.” This is a good way to make the process of students’ development faster. In both the videos the teachers try to give more complicated tasks than students can do. That is why they work in pairs and groups. They teach each other and cooperate in order to avoid any mistakes. It should be noted that both the teachers give their students social situations to practice their language skills. It is one of the best ways to teach because students see how to use knowledge in everyday life (Hyrton, 236). In the first case, people work in groups and teams performing a situation suggested by teacher. The majority of work is done orally. In the second case, the teacher also uses a social situation; more attention is paid to students’ writing skills (Omrad, 76). Student Response to Instruction The students listen to the teacher’s instruction very attentively and do not ask any questions. Everything seems to be understandable for them. They get down to work as soon as they get a task. Everyone seems to have fun and participates in the lesson very actively. It means that the students are engaged in the process. Instructive learning demonstrated in the second lesson showed splendid results. The same can be noted about collaborative one applied in the first one. Suggested Alternative Practices There are a lot of alternative practices to apply on the basis of the theoretic al experience under consideration. The students from the first group are rather active and it would be interesting for them to take part in some trial. It will be like role-game. To do this it is necessary to create a case for a trial and distribute roles. Someone should be an accused, an attorney, a victim, a judge and all other people who traditionally take part in trial. This will give the students an opportunity to practice the vocabulary they do not know. So, the teacher will use “the zone of proximal development” by means of this activity. Another activity has much in common with the second lesson demonstrated through the video. However, the teacher should divide the class into four groups. The first two are asked to write the sentences and the other groups should check them for mistakes. The results for this work are discussed together with a teacher. Conclusion The video under consideration helped me to see how the socio-cultural theory can be applied in practice. It is a good way to motivate student to be more active during the class. The video showed the results of excellent instruction, group and team work. Both the groups of students were given social situations to participate in. this is the best way to impart knowledge because this gives the students an opportunity to remember and master new material much faster than usual. References Hyrton, Myles. (2003). Education for social change. US: The University of Tennessee Press. Mitchell, R. (1998). Sociology of education. Albany: State University of New York Press. Omrod. (1998). Educational psychology. Canada: Pearson Education. Read More