Arguably, the Vygotskian (1978) can be integrated with other theories to analyse or structure the teaching of phonological awareness. Intergrate Jim Cummins theory with the Vygotskian (1978) theoretical stance to construct the conceptual lens through which the teaching of phological awareness can be comprehended.
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Phonological awareness is a critical skill that plays a foundational role in early literacy development. According to Vygotsky (1978), learning and development are interconnected, and individuals learn best through social interactions and collaboration with more knowledgeable others. Vygotsky's sociocultural theory emphasizes the importance of the social context in which learning takes place and the role of language in cognitive development.
Jim Cummins, a renowned researcher in the field of bilingual education, introduced the theory of Linguistic Interdependence and the Threshold Hypothesis. According to Cummins, there are two types of language proficiency: Basic Interpersonal Communication Skills (BICS) and Cognitive Academic Language Proficiency (CALP). BICS refers to everyday language skills used in social contexts, while CALP refers to the more complex language skills needed for academic success. Cummins argues that literacy development is influenced by both levels of language proficiency and that students need to develop a strong foundation in their first language to support second language acquisition.
Integrating Cummins' theory with Vygotsky's sociocultural theory can provide a holistic understanding of the teaching of phonological awareness. Both theories emphasize the importance of social interactions and language development in learning. When teaching phonological awareness, educators can create a supportive and collaborative learning environment where students can engage in meaningful interactions with peers and teachers. This social context can help students develop their BICS and CALP skills, which are essential for phonological awareness and literacy development.
Furthermore, educators can leverage students' first language proficiency to support the development of phonological awareness in their second language. Cummins' theory suggests that students who have a strong foundation in their first language are better equipped to transfer those skills to their second language. Educators can use this knowledge to scaffold students' phonological awareness skills by providing opportunities for students to connect their first language knowledge with their second language learning.
In conclusion, integrating Cummins' theory of Linguistic Interdependence and the Threshold Hypothesis with Vygotsky's sociocultural theory provides a comprehensive lens through which to comprehend the teaching of phonological awareness. By creating a social and collaborative learning environment and leveraging students' first language proficiency, educators can support students' development of phonological awareness and literacy skills. Through the integration of these theories, educators can promote a more inclusive and effective approach to teaching phonological awareness in diverse learning contexts.
References:
Cummins, J. (1981). The role of primary language development in promoting educational success for language minority students. In California State Department of Education (Ed.), Schooling and language minority students: A theoretical framework (pp. 3-49). Los Angeles, CA: Evaluation, Dissemination and Assessment Center, California State University.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.