Essay On Sociocultural Interaction

The Interactionist Perspective focuses on the primary role of sociocultural interaction in children’s development of language knowledge. This perspective contends that children acquire language through their attempts to communicate with the world around them. This perspective encourages teachers to focus on providing many social interactions in which oral and written language are used. Teachers should provide students with many “talking: opportunities, so children can begin to understand the ways in which language functions. Adults play an important role as they support children’s language development by serving as an expert who often creates conditions that make for effective communication. Adults can use the zone of proximal development by

Neurologists, Paul Broca and Carl Wernicke, reported that damage to specific areas of the brain was associated with specific loss of language capabilities. Loss of speech production appeared to be the result of damage to the lower area of the left frontal love of the cerebrum. With this, speech production is slowed down and grammatical structures are missing, but there is no impairment in the comprehension of speech or in the abilities to communicate written language. When damage is done the area to the back and top of the temporal love, the individual’s fluency of speech is normal; however, comprehension and the ability to construct meaningful sentences are significantly impaired. In conclusion, the whole brain contributes to the broad range of language abilities and they are not confined to the left hemisphere of the

Interacting within a child’s zone of proximal development facilitates their language development because adults serve as mediators who introduce children to higher levels of functioning within a supportive scaffolding setting. The text gives an example of a two year old girl who did not want her mother to put her shoes on, but the mother begins to sing a song and this plays as a distraction to the little girl as her mother places her socks and shoes on her feet. When children incorporate new behaviors such as linguistic structures or vocabulary, it is not imitated behavior, but it is a reflection of the developmental readiness of the child for acquiring more advanced language