01-+Theme+1-+Language+Adquisition+Theories

**Language Adquisition Theories** __Vigotsky's theory __:
 * Scaffolding || ZPD ||
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The "Zone of Proximal Development" (ZPD) is Vygotsky’s term for the range of tasks that a child can complete independently and those completed with the guidance and assistance of adults or more-skilled children. The lower limit of ZPD is the level of skill reached by the child working independently. The upper limit is the level of additional responsibility the child can accept with the assistance of an able instructor.



Vygotsky focused on the child-in-context acting in a situation or event as the smallest unit of study. Vygotsky defined “context” as a child’s culture and how they express their culture. Further, the child is continually acting in social interactions with other people. Vygotsky argued that looking at child development without cultural context distorts our view of development, and often causes us to look at causes of behavior as residing within the child, rather than in their culture.

Vygotsky's theory (links): [|Vygotsky, ZPD, Scaffolding, Connectivism and Personal Learning Networks] [|Social Development Theory (L. Vygotsky)] [|Vygotsky’s Theory of Child Development]

__Gardner's Learning Theory: __
 * ~ Multiple Intelligences : ||~   ||
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**1. Linguistic Intelligence**: the capacity to use language to express what's on your mind and to understand other people. Any kind of writer, orator, speaker, lawyer, or other person for whom language is an important stock in trade has great linguistic intelligence.

 **2. Logical/Mathematical Intelligence**: the capacity to understand the underlying principles of some kind of causal system, the way a scientist or a logician does; or to manipulate numbers, quantities, and operations, the way a mathematician does.

 **3. Musical Rhythmic Intelligence**: the capacity to think in music; to be able to hear patterns, recognize them, and perhaps manipulate them. People who have strong musical intelligence don't just remember music easily, they can't get it out of their minds, it's so omnipresent.

<span style="font-family: 'Arial Black',Gadget,sans-serif; font-size: 110%;"> **4. Bodily/Kinesthetic Intelligence**: the capacity to use your whole body or parts of your body (your hands, your fingers, your arms) to solve a problem, make something, or put on some kind of production. The most evident examples are people in athletics or the performing arts, particularly dancing or acting.

<span class="bodytext" style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;"><span style="font-family: 'Arial Black',Gadget,sans-serif; font-size: 110%;"> **5. Spatial Intelligence**: the ability to represent the spatial world internally in your mind -- the way a sailor or airplane pilot navigates the large spatial world, or the way a chess player or sculptor represents a more circumscribed spatial world. Spatial intelligence can be used in the arts or in the sciences.

<span class="bodytext" style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;"><span style="font-family: 'Arial Black',Gadget,sans-serif; font-size: 110%;"> **6. Naturalist Intelligence**: the ability to discriminate among living things (plants, animals) and sensitivity to other features of the natural world (clouds, rock configurations). This ability was clearly of value in our evolutionary past as hunters, gatherers, and farmers; it continues to be central in such roles as botanist or chef.

<span class="bodytext" style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;"><span style="font-family: 'Arial Black',Gadget,sans-serif; font-size: 110%;"> **7. Intrapersonal Intelligence**: having an understanding of yourself; knowing who you are, what you can do, what you want to do, how you react to things, which things to avoid, and which things to gravitate toward. We are drawn to people who have a good understanding of themselves. They tend to know what they can and can't do, and to know where to go if they need help.

<span class="bodytext" style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;"><span style="font-family: 'Arial Black',Gadget,sans-serif; font-size: 110%;"> **8. Interpersonal Intelligence**: the ability to understand other people. It's an ability we all need, but is especially important for teachers, clinicians, salespersons, or politicians -- anybody who deals with other people.



<span style="color: #9600ff; display: block; font-family: Arial,Helvetica,sans-serif; font-size: 140%; text-align: left;">Gardner's Learning Theroy (links): [|howard gardner, multiple intelligences and education] [|Multiple Intelligence Theory by Howard Gardner]

__<span style="color: #0000ff; font-family: 'Arial Black',Gadget,sans-serif; font-size: 170%;">Non Verbal Language: __
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<span style="font-family: 'Arial Black',Gadget,sans-serif; font-size: 120%;"> The major categories of nonverbal communications include:
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Personal space
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Eye contact
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Position
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Posture
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Paralanguage:<span style="font-family: Georgia,Times,Times New Roman;"> This category includes a number of sub-categories: ExpressionGesture
 * 1) <span style="font-family: Georgia,Times,Times New Roman;"> Inflection (rising, falling, flat...)
 * 2) Pacing (rapid, slow, measured, changing...)
 * 3) <span style="font-family: Georgia,Times,Times New Roman;"> Intensity (loud, soft, breathy,... )
 * 4) <span style="font-family: Georgia,Times,Times New Roman;"> Tone (nasal, operatic, growling, wheedling, whining...)
 * 5) <span style="font-family: Georgia,Times,Times New Roman;"> Pitch (high, medium, low, changes...)
 * 6) <span style="font-family: Georgia,Times,Times New Roman;"> Pauses (meaningful, disorganized, shy, hesitant...)
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Touch
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Locomotion
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Pacing
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Adorment
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Context
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Physiologic responses
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Physiologic responses

<span style="font-family: 'Arial Black',Gadget,sans-serif; font-size: 120%;">Kinesics: <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Kinesics is the study of communication through body movements. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Kinesics is classified into five categories. They are emblems, illustrators, affect displays, regulators and adaptors.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">**Emblems** can be defined as non-verbal messages which have a verbal meaning.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">**Illustrators** are used to illustrate what is being said.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">**Affect Displays** are body movements or facial expressions that show a person’s emotional state.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">**Regulators** are body movements or facial expressions that are used as means to continue a conversation. It can be used as a means to tell the other person that he/she is understood or simply it’s used to give feedback.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">**Adaptors** are simple posture changes that may be needed so that the person may be comfortable.



Non Verbal Language (links): [|Body Language] [|Categories of Gestures]

Task 1: [|Essay Task 1. Group.doc] [|Essay Task 1. Individual.doc]