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Lev Vygotsky's Cultural-Historical Theory Analysis

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Lev Vygotsky (1986) was a scholar devoted to the study of human mental development. Among the most important Vygotsky’s contributions can be mentioned his cultural-historical theory (CHT) which the main notion is that children learn through adults and peers and the social contexts they are surrounded by (Vygotsky, 1986). For this theory, Vygotsky (1986) analyzed the relationship between words and consciousness. Two other influential Vygotsky’s contributions are the terms inner speech and zone of proximal development. Inner speech takes place during language acquisition. It began as a social medium and then it is internalized by the child (Vygotsky, 1986). The zone of proximal development refers to the gap between what learners can do with help and what they cannot do without help (Vygotsky, 1986). …show more content…

For instance, it has transformed fields such as cultural studies, language and literacy, and linguistics among others (Portes & Salas, 2011). This theory, developed during the 20’ and 30’, is still in use since it has been extended in different directions (Portes & Salas, 2011). Scholars have recently entwined CHT multilingual speakers (Portes & Salas, 2011). Thus, this synthesis paper includes implications for educators to lead multilingual students to academic literacies in the 21st century. Such implications are related to two issues; academic literacies and translanguaging

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He was able to follow instructions given by both parents. For instance, when mom told him he could not go outside unless he had already has his breakfast. The subject did continue to take out his toys to play but he did not insisted to go outside because he knew he needed to follow his mothers commands. According to vgotsky’s theory of zone of proximal development,, he stated that there were four different types of development. It begins when the child is learning about the activity and when the activity is acquired.(vgotsky 's,2016).

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The two critical theories studied this week, new historicism and cultural criticism, share many of the same concepts. Both theories are under the belief that history and culture are complex and that there is no way for us to fully understand these subjects because we are influenced by our subjective beliefs. Also, both theories believe that people are restricted by the limits society sets, and that people and these limits cause friction and struggle. Furthermore, both of these theories share from some of the same influences such as from the French philosopher Michel Foucault. New historicist believe that the writing of history is merely an interpretation, not an absolute fact, other than the big facts we know such as who was president at the time or who won a certain battle.

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Although the term translanguaging has been coined in the last decade, the language phenomenon that it is based on has been recorded as far back to pre-colonial times. It is based on the natural occurrence within language learners known as code-switching. de la Luz (2012) explains that in monolingual contexts, code-switching is often considered a linguistic deficit. “In bilingual contexts, however, students use both languages to make sense of assignments and as normal practice with little awareness of linguistic shifts; at other times, students purposely shift languages to showcase their billiteracy competence.” Researchers in multilingual European contexts have coined translanguaging and transliteracy as new terms for this type of biliteracy.

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