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Social learning, language and instruction for adult learners where English is their second language

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posted on 2023-05-22, 14:10 authored by Ian HayIan Hay, Rosemary CallinghamRosemary Callingham, Wright, F
This chapter reports on an investigation into Vygotsky’s social learning theory in the context of young adult learners. There are strong interactive links between individuals’ language development, cognitive reasoning and educational success. These links are best facilitated within a learning environment where the dialogue between the teacher and the student is meaningful, planned, and encouraged. In this chapter, Vygotsky’s zone of proximal development is related to the notion that a teacher can use Blank’s (2002) four levels of dialogue to enhance young adults’ learning, when using English as the medium of instruction and assessment, especially when English is not the students’ first language.

History

Publication title

Constructing Educational Achievement: A Sociocultural perspective

Editors

S Phillipson, KYL Ku & SN Phillipson

Pagination

148-160

ISBN

978-0-415-51711-9

Department/School

Faculty of Education

Publisher

Routledge

Place of publication

London

Extent

19

Rights statement

Copyright 2013 Routledge

Repository Status

  • Restricted

Socio-economic Objectives

Pedagogy

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