EML106.GabrielleBerry.Assess2

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Assessment item 2Early Language Development: A Sociocultural View ASSESSMENT ITEM 2EARLY LANGUAGE DEVELOPMENT: A SOCIOCULTURAL VIEW EML106

Introduction Sociocultural theory provides valuable insights into understanding oral language acquisition in children. Oral language acquisition refers to the process where individuals develop their ability to use spoken language for communication. The sociocultural view asserts that learning is a result of social interactions, and occurs within specific cultural environments (Nolan, 2015, p. 29). At the core of sociocultural theory is Lee Vygotsky who examined how our social interactions influence our cognitive growth, and founded the zone of proximal development (ZPD), which ‘highlights the potential for learning when a child interacts with a more knowledgeable other’ (Nolan, 2015, p. 31). Other key sociocultural theorists include Jerome Bruner who studied how children learn and adopted the term scaffolding, and Barbara Rogoff who emphasizes the role of adults in the learning process (Nolan, 2015). Children’s language development is enriched through everyday conversations, where they learn various functions of language. Oral language acquisition in everyday contexts focuses on the authentic interactions children have. Whether it is sitting at the family dining table, or meeting a new friend at the playground, there is a purpose to use language (Thompson, 2022, podcast 1.3). It is important to remember that children’s everyday contexts will differ depending on their social and cultural context. It is equally critical to recognise these differences to build on them. Sociocultural theory underscores the role of social interactions, cultural practises, and collaborative learning in shaping oral language acquisition in everyday contexts. Literature Review 1

The article “Conversations about Visual Arts: Facilitating Oral Language” (Chang & Cress, 2013) demonstrates that conversations between adults and children surrounding visual arts can be valuable for children’s language development. The article highlights the importance of linguistic scaffolding strategies, such as questioning, expansion, and repetition, used by the More Knowledgeable Other (MKO) to support and enhance children’s language abilities. Young children often use visual arts to communicate (Chang & Cress, 2013, p. 415). Therefore, visual arts can be utilised to uncover information about children by discussing their creations. Implementing linguistic scaffolding strategies into these conversations inspires children to explore their thoughts further and encourages their participation in conversations at a higher level than they could achieve on their own, otherwise referred to as the highest level regarding the ZPD (Nolan, 2015, p. 31). Loris Malaguzzi’s Reggio Emilia philosophy places a strong emphasis on respecting children as capable and competent learners and the importance of valuing children’s perspectives and expressions (Nolan, 2015, p. 38). Adults are encouraged to attend to the child’s expressions verbally and facially, showing respect for the child’s artwork and ideas. This philosophy encourages children to explore and express themselves through various mediums and highlights how conversations about children’s artwork provide opportunities for children to think imaginatively and abstractly, thereby enhancing their language skills. The relationship between language development and social development is explored in the article “Oracy: social facets of language learning” (Saracho & Spodek, 2007). The article makes it clear that social settings and cultural contexts play a major role in children’s language acquisition. As children observe their surroundings using all their senses, they should be encouraged to generate and express ideas through a variety of language activities. These activities structuring language programs need to include both receptive and expressive 2

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elements (Saracho & Spodek, 2007, p. 703). The nativist perspective is indirectly referenced throughout the article. Noam Chomsky is associated with the Nativist perspective and theorised that all children are born with the ability to understand language and that the brain is hardwired to do so. He referred to this language organ as a Language Acquisition Device (LAD) (Fellowes & Oakley, 2019, p. 74). The theory argues that the child will develop knowledge of their language, and the rules used to generate sentences based on the nature of the speech they are exposed to, highlighted in the text as “children will differ in the language they create based on the nature of the speech they hear” (Saracho & Spodek, 2007, p. 696). The social interactionist theory emphasises the role of social interactions between children, and the significant individuals in their lives as language exists for communication and can only be learned via social interaction (Fellowes & Oakley, 2019, p. 76). The language behavior of adults when conversing with children is fundamental to children’s learning. The article refers to the “talk around the edges” approach to conversation where continuous conversation is utilized rather than the formal question-and-answer approach (Saracho & Spodek, 2007, p. 702). As children use language to express, convey, and manage emotions and knowledge there is a strong link that their language is connected to their individual social and cultural contexts. The article “Teacher-Child Interactions that Target Vocabulary Development in Two Preschool Classrooms: A Conversation Analytic Approach” (Mihai, 2021) explores the core practises for vocabulary learning through classroom talk and repeated book reading. Classroom conversations offer numerous learning opportunities to engage participants in meaningful learning contexts. This teacher involvement allows children to contribute to and explore topics collaboratively, thereby aligning with Vygotsky’s theory of the ZPD and highlighting the importance of Rogoff’s theory of guided participation (Fellowes & Oakley, 3

2019). The teachers, who act as the MKO in the study scaffold children’s learning by providing support and guidance both in conversations and book reading, by explaining new words, utilising facial expressions, body language, and voice modulation the MKO assists the child with their understanding allowing them to work at higher levels (Mihai, 2021, p. 284). The study highlights that reading books to children introduces them to a wider vocabulary than typical conversations, although, the quality of the adult’s reading style has a greater influence on a child’s language development than the frequency of reading. (Mihai, 2021, p. 279). By highlighting these practises, the article offers insight into how teachers can create language-rich learning environments within familiar contexts, promoting vocabulary acquisition in young learners. All three articles adopt a sociocultural perspective, placing a strong emphasis on the role of social interactions in children’s language development. They collectively recognise the significance of adult-child interactions to support language acquisition. These articles acknowledge that contextual factors, whether through engaging in visual arts activities, reading, or playing significantly shape the child’s language skills. Despite these commonalities, there are also notable differences. The first difference arises in how the articles address individualised learning experiences. The first article “Conversations about Visual Arts: Facilitating Oral Language” (Chang & Cress, 2013) delves into the realm of visual arts, highlighting how individualized learning experiences, facilitated by adults, can promote language growth. The other articles “Oracy: social facets of language learning” (Saracho & Spodek, 2007) and “Teacher-Child Interactions that Target Vocabulary Development in Two Preschool Classrooms: A Conversation Analytic Approach” (Mihai, 2021) highlights the role of group settings. They both underscore the significance of adult facilitation in creating language rich environments. Although the articles explore individual 4

and group settings, they all utilise Vygotsky’s concept of the ZPD, and his notion of scaffolding to encourage the child to achieve their highest level. Analysis Throughout this analysis, the conversation between Albie and Alissa is based on the transcript found in Interact 2. In the conversation between Alissa and her son Albie, the situational context unfolds within an everyday setting, where the child’s mention of “Woolies” indicates familiarity with the local store. The child’s observations about their surroundings and questions about the “big line” at Woolies spark curiosity and drive them to seek explanations. The situational context provides opportunities for the child to engage in purposeful communication, enhancing their ability to express thoughts, ask questions, and understand responses. Rooted in an Australian cultural backdrop, the exchange incorporates terms such as ‘renovation’ and ‘garbage bin’, reflecting the child’s exposure to commonplace language. The mother’s explanation of ‘renovation’ by drawing a parallel to their own home’s changes bridges the gap between concept and experience. By using language that aligns with the child’s cultural context, the mother promotes meaningful interactions that contribute to the child’s language development. Amid this backdrop, the interpersonal context shines through, showcasing a nurturing caregiver–child relationship. The mother takes on the role of the MKO responding warmly to the child’s observations and questions, creating an environment that fosters curiosity, language development, and cognitive growth. Throughout the interaction, Alissa utilises a variety of language functions, utilising scaffolding techniques, and providing guidance and explanations supporting Albie’s language 5

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development. Alissa adeptly utilises various language functions, such as Halliday’s heuristic function, which is the use of language, to learn about things (Fellows & Oakley, 2020, p. 55). This is seen when explaining the concept of ‘renovation’ to satisfy the child’s curiosity. Halliday’s regulatory function is also utilized in line 29 of the transcript as Alissa uses language to control the behaviour of Albie. Throughout the conversation we see Alissa implementing Cambourne’s conditions for learning. The entire conversation highlights the role of engagement. Engagement is critical in child language development as active participation is required for learning to take place (Bartsch, 2021, p. 25). The role of expectation is also present as Albie is expected to contribute and respond throughout the conversation. Through expansions, Alissa elaborates on Albie’s statements, reinforcing language usage and providing additional context. Alissa utilises parallel-talk seen in line 21, where she verbalises her observations about the child’s actions, encouraging Albie’s self- expression, and contributing to the condition of engagement. Overall, Alissa was successful in her role as the MKO as she acted as a language model, explainer, and employer of scaffolding techniques that enabled Albie’s language acquisition. In the interaction with the MKO, Albie actively participated in his language acquisition journey by utilising language functions, engaging with Cambourne’s conditions for learning, and responding to scaffolding techniques. Albie’s inquiries indicate his engagement with the material, aligning with the condition of engagement. The child’s attempt to define terms like ‘renovation’ showcases his linguistic growth and fulfillment of Cambourne’s condition of immersion. Moreover, the child’s willingness to speculate and draw connections, such as suggesting the bathroom was renovated due to spiders, demonstrates their engagement and cognitive processing and application of newly acquired language concepts. Albie also 6

participates in self-talk in line 22 where he explains his thought process and reasoning aloud. In this reciprocal exchange, Albie’s role as an active participant in conversations with the MKO fosters the acquisition of language, cognitive development, and engagement with the learning process. The interactions between Albie, and Alissa, in the conversation, and the dynamic interplay of deliberate language strategies have enabled Albie to construct meaning through oral language use. This social event, as illuminated through the conversation, aligns with the tenets of sociocultural theory, as Halliday highlights children are social beings, and using language for a range of purposes is central to their acquisition of language (Fellows & Oakley, 2020, p. 55). The interplay of situational context, language functions, and scaffolding techniques intertwine seamlessly to enable Albie to make meaning through oral language use. These multifaceted strategies stimulate Albie’s cognitive prosses, refine his expressive abilities, and encourage him to engage with the world around him. Using everyday opportunities to explore language is crucial as children need many opportunities to exercise and develop their skills in purposeful ways (Fellows & Oakley, 2020, p. 57). Everyday routines are times when the MKO can introduce new words (Hill, 2021, p. 55) The conversation between Albie and Alissa takes place within an authentic, real-life context where the natural setting allows Albie to encounter language as it is naturally used, exposing him to various tones, nuances, and cultural aspects of communication. Everyday conversations foster meaning because they embody the essence of communication as a dynamic and interactive process. Albie and Alissa engaged in a continuous exchange of thoughts, ideas, experiences, and emotions which collectively contribute to the construction of shared understandings and meaningful connections. 7

Conclusion In conclusion, the exploration of oral language acquisition within the framework of sociocultural theory reveals the impacts of social interactions, cultural contexts, and collaborative learning experiences on children’s language development. The insights gained from key theorists such as Vygotsky, Bruner, and Rogoff have illuminated the crucial role of linguistic scaffolding, meaningful conversations, and active engagement in language growth, especially within everyday contexts. The articles discussed in the literature review further emphasize the significance of these principles in actual pedagogical scenarios. The interaction analysis with Albie and Alissa exemplifies the real-world application of these theories and strategies, showcasing how the dynamic interplay of situational context, language functions, and scaffolding techniques contributes to a child’s language acquisition. These insights will significantly influence my evolving teaching philosophy. I now recognise that a deep understanding of early language development is crucial for educators of all subjects and ages. By integrating sociocultural theories into my future teaching, I aspire to create an environment that fosters language growth and encourages learners to actively participate and engage with the material. 8

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References Anonymous. (n.d). EML106 Assessment 2 transcript.pdf. EML106, Interact 2. https://interact2.csu.edu.au/ Bartsch, S. (2021, December 8). Cambourne’s conditions of learning . prezi.com. https://prezi.com/p/btipani4wmsh/cambournes-conditions-of-learning/ Chang, N., & Cress, S. (2013). Conversations about visual arts: Facilitating oral language. Early Childhood Education Journal , 42 (6), 415–422. https://doi.org/10.1007/s10643- 013-0617-2 Fellowes, J., & Oakley, G. (2020). Language, literacy and early childhood education . Oxford University Press. Hill, S. (2021). Developing early literacy: Assessment and teaching (3rd ed.). Eleanor Curtain Publishing. https://bookshelf.vitalsource.com/books/978176107076 Mihai, A. (2021). Teacher–child interactions that target vocabulary development in two preschool classrooms: A conversation analytic approach. International Journal of Early Childhood , 53 (3), 279–296. https://doi.org/10.1007/s13158-021-00296-6 Nolan, A. (2015). Theories into practice: Understanding and rethinking our work with young children and the EYLF . Essential Resources Educational Publishers Ltd. Saracho, O. N., & Spodek, B. (2007). Oracy: Social facets of language learning. Early Child Development and Care , 177 (6–7), 695–705. https://doi.org/10.1080/03004430701377540 9

Thompson, N. (2022). 1.3 The importance of everyday [podcast]. EML106, Interact 2. https://interact2.csu.edu.au/ 10

EML106.GabrielleBerry.Assess2

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