1. Piaget, Vygotsky, Bruner, Krashen, Chomsky

2. Piaget concerns how young children function in the world
 how “the function” influences their
mental development
learning occurs through taking action to solve problems
action-not language- is fundamental to cognitive development

3. Piaget cognitive development as a result of:
assimilation: action takes place without any change to the child
accommodation: adjusting to features of the environment in some way
a child thinking develops as gradual growth of knowledge & intellectual skills towards a final stage of formal, logical thinking

4. Piaget
Piaget’s idea  the child is an active learner & thinker (a sense-maker)
constructing own knowledge from working with objects or ideas
environment opportunity provider
the setting for development
classroom creating and offering opportunity for learning

5. Vygotsky concerns with language and other people in the child’s world
language provides
 new tools
opening new opportunities for doing things and for organizing information through the use of words as symbols
private speech
social speech
inner speech

6. Vygotsky a child is an active learner alone in a world of other people
other people’s roles
helping children to learn
bringing objects and ideas to their attention
playing, reading stories, asking questions
adults  mediate the world for children
make the world accessible to children

7. Vygotsky
zone of proximal development  what a child can do with skilled help
learning helped by interacting with an adult
adult tries to mediate what next it is the child can learn
New language:
first, meaningfully used by teacher & pupils
later, transformed and internalized to become child’s language skills/knowledge

8. Bruner language  the most important tool for cognitive growth
adult uses language to mediate the world to children
adult uses language to help children solving problem
scaffolding  talk that supports a child in carrying out an activity
Parents who scaffold tasks effectively do the following 

9. Bruner teachers can help children to ……. by ……. 
useful ideas for language teaching:
formats
routines

10. Krashen a group of five hypotheses of second language acquisition:
the input hypothesis
the acquisition–learning hypothesis,
the monitor hypothesis,
the natural order hypothesis
the affective filter hypothesis

11. The input hypothesis
 learners progress in their knowledge of the language when they comprehend language input that is slightly more advanced than their current level.
 "i+1", where "i" is the language input and "+1" is the next stage of language acquisition

12. The acquisition–learning hypothesis
a strict separation between acquisition and learning;
acquisition as a purely subconscious process
learning as a conscious process
improvement in language ability was only dependent upon acquisition and never on learning.

13. The monitor hypothesis
consciously learned language can only be used to monitor language output;
The natural order hypothesis
language is acquired in a particular order,
the order does not change between learners,
the order is not affected by explicit instruction
The affective filter hypothesis
 learners' ability to acquire language is constrained if they are experiencing negative emotions such as fear or embarrassment

14. Chomsky Universal grammar:
the ability to learn grammar is hard-wired into the brain
suggests that linguistic ability manifests itself without being taught
assumes that language grammars are composed of principles and parameters
Principles  abstract characterizations of the core grammars of all natural languages; invariable
…..

15. Parameters  the ‘settings’ that vary across languages and account for differences among languages
Parameters have limited values, specific options; input usually helps the learner figure out which setting to choose. This makes the L1 task somewhat easier by limited the range of options to choose from.
Parameters also function in clusters, so that once a particular parameter is set, all related properties of language are also established.