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[Solved] ENG504 Assignment 1 Spring 2020  

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ENG504 Second Language Acquisition Assignment 1 Solution & Discussion Spring 2020


ENG504 Assignment 1 Solution idea:

Credit: Maha Malik

 

Q1. Communities of Practice (CoP) is defined as an organized group of professional people who share the same interests in resolving an issue, improving skills, and learning from each other's experiences. Describe the relationship of communities of practice with SLL. Also give some five examples of speech events in which communities of practice are usually interested.            (5+5=10 Marks)

 

Answer:

Lesson 26 Topic 153

Topic 154 for Examples

 

Communities of practice are formed by people who engage in a process of collective learning in a shared domain of human endeavor: a tribe learning to survive, a band of artists seeking new forms of expression, a group of engineers working on similar problems, a clique of pupils defining their identity in the school, a network of surgeons exploring novel techniques, a gathering of first-time managers helping each other cope.

 

The domain: A community of practice is not merely a club of friends or a network of connections between people. It has an identity defined by a shared domain of interest. Membership therefore implies a commitment to the domain, and therefore a shared competence that distinguishes members from other people. (You could belong to the same network as someone and never know it.) The domain is not necessarily something recognized as “expertise” outside the community. A youth gang may have developed all sorts of ways of dealing with their domain: surviving on the street and maintaining some kind of identity they can live with. They value their collective competence and learn from each other, even though few people outside the group may value or even recognize their expertise.

The community: In pursuing their interest in their domain, members engage in joint activities and discussions, help each other, and share information. They build relationships that enable them to learn from each other; they care about their standing with each other. A website in itself is not a community of practice. Having the same job or the same title does not make for a community of practice unless members interact and learn together. The claims processors in a large insurance company or students in American high schools may have much in common, yet unless they interact and learn together, they do not form a community of practice. But members of a community of practice do not necessarily work together on a daily basis. The mpressionists, for instance, used to meet in cafes and studios to discuss the style of painting they were inventing together. These interactions were essential to making them a community of practice even though they often painted alone.

The practice: A community of practice is not merely a community of interest–people who like certain kinds of movies, for instance. Members of a community of practice are practitioners. They develop a shared repertoire of resources: experiences, stories, tools, ways of addressing recurring problems—in short a shared practice. This takes time and sustained interaction. A good conversation with a stranger on an airplane may give you all sorts of interesting insights, but it does not in itself make for a community of practice. The development of a shared practice may be more or less self-conscious. The “windshield wipers” engineers at an auto manufacturer make a concerted effort to collect and document the tricks and lessons they have learned into a knowledge base. By contrast, nurses who meet regularly for lunch in a hospital cafeteria may not realize that their lunch discussions are one of their main sources of knowledge about how to care for patients. Still, in the course of all these conversations, they have developed a set of stories and cases that have become a shared repertoire for their practice.

 

 

Q2. Sociocultural theory is an emerging theory in Psychology that looks at the important contributions that society makes to individual development. This theory stresses the interaction between developing people and the culture in which they live. Describe the applications of sociocultural theory in real life classroom setting. Suppose you are the teacher of grade 10, how would you apply this theory in your class? Provide at least two examples. (5+5=10 Marks)

 

Answer:

Topic 131&132&134

Understanding the zone of proximal development can be helpful for teachers.

In classroom settings, teachers may first assess students to determine their current skill level. Educators can then offer instruction that stretches the limits of each child's capabilities.

At first, the student may need assistance from an adult or a more knowledgeable peer, but eventually, their zone of proximal development will expand. Teachers can help promote this expansion by:

Planning and organizing their instruction and lessons: For example, the teacher might organize the class into groups where less skilled children are paired with students who have a higher skill level.

Using hints, prompts, and direct instruction to help kids improve their ability levels.

Scaffolding, where the teacher provides specific prompts to move the child progressively forward toward a goal.

 

Examples (Choose any two)

  1. First, teachers can serve as a scaffold by providing initial guidance or questions to help students launch into the activity. As the activity continues, teachers can decrease or remove the amount of support that they provide or limit their support to specific instances, such as when learners are stuck and unable to continue with the task. An instructional designer may design training for salesmen in which learners collaborate to learn about new strategies and receive ongoing feedback from the facilitator and other employees. However, after time, the amount of feedback and support decreases. Similar types of support can occur in K-12 classrooms when teachers provide feedback and guidance early on and then withdraw the scaffolds over time. For example, in an elementary school mathematics classroom a teacher may provide a conversion table between units of measurement for a group project at first, and then after students have had time to work with the measurement units take the conversion table away.

 

  1. Second, teachers and facilitators can provide external scaffolds or learning tools. An instructional designer who is training salesmen about new procedures may provide a document and visual to help learners become familiar with the new procedures at the beginning of their learning experience, but after collaborative activities and feedback, the supporting documents may be removed, requiring learners to rely on each other or their memory. Likewise for K-12 teachers in a middle school science classroom, students studying landforms may be given access to an anchor chart or visual of different types of landforms initially to help them identify and classify landforms that they are learning about. After time, however, the teacher may remove the scaffold so that learners must rely on knowledge and each other as they lean on skills they have developed together. The amount of scaffolding that teachers should provide is a fine balance between teachers over-guiding on the one hand and on the other letting learners falter in a way that is not productive (CTGV, 1997).

 

  1. There are a variety of ways in which technology can support the use of social learning theories in the classroom. Through current and emerging online collaborative spaces, such as Google, Skype, wikis, and more, as well as hands-on collaborative technology in the classroom, such as SMART Tables and iPads, students have robust opportunities to experience meaningful collaborative learning in both physical and virtual settings that embody the tenets of sociocultural learning. Different technological and online tools can assist with greater communication strategies, more realistic simulations of real-world problem scenarios, and even greater flexibility when seeking to scaffold instruction within students’ ZPD. Embracing the use of technology within collaborative learning can also foster a more equal distribution of voices as compared to in-person groupings (Deal, 2009), potentially providing greater opportunity to ensure active participation among all students. Through using technology to support the implementation of social learning theories in the classroom students experience collaboration while refining 21st century skills.

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