Social Interactionism

1.Pick one of the methods
Either the Direct Method, Total Physical Response.
2.Describe the method and analyze it using Social Interactionism in order to reveal what you think theoretically informs the practice.
For example, if it looks like social interaction explain why by making the links between the theory and the practiceUse these terms to analyze the practice “Method” as “Approach, Design, and Procedure”

What are the overall strengths and weaknesses of the model? (this should be analyzed throughout Nurture, nature ,sociohistorical and economic conditions, cognitive faculties ,bidirectional modelingCDC/ parentese, cultural and biological developments, acculturation, cultural capital development: sense of language,pragmatics,cognitive skills, learning styles, knowledge, literacies, paralinguistic- kinesics, eye contact, proxemics, prosodies, olfactory, kinesthetic, artifacts
Form vs function, communicative comp. Active/dynamic ,both observable and competence all theses in 1language acquisition .Regarding 2language acquisition social Interactionism same:foreignerese.
Linguistic interdependent principle: CUP vs SUP-active transfer
Zone of proximal development-codes and conventions intralingual errors ,interlingual interference/transfer.errors analysis errors as a developmental and window
Describe the basic practice.
• What theory/theories undergird this practice and the techniques that are used?
*Find classroom examples
• What parts of language are dealt with in terms of pronunciation, lexical

• How is language proficiency defined—what skills are emphasized?
***need a specific classroom example
• What age groups is it appropriate for?

• Does it address cognitive, psychological, socio-cultural aspects of language acquisition?

• Is culture addressed? If so, how is it defined and taught?

• How are students assessed when using this method/approach?

• Is it a classroom friendly method; what resources are required and how are they implemented?
• What are the roles and responsibilities of the teacher and learner?

• What level of English language proficiency do learners need to possess in order to benefit from this method?
Can this method be modified for use with beginning level ESL students?
Can this method be utilized with students not yet fully literate in English?
• Is it a method that one would be able to utilize in a heterogeneous (i.e., multi-level academic abilities, beginning to advanced English language proficiency levels, and L1 non-literate to highly literate students, etc.) ESL classroom?

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