Context, Context, Context: Powerful Factor in Language Learning
Author(s):
Li, Chieh; Nuttall, Ena Vazquez
Format:
Journal article
Citation:
Contemporary Psychology, Volume 41, Issue 5 (1996-05). pp. 501-503.
Language:
English
Abstract:
This is an interdisciplinary book that will be useful to a wide range of professionals including educators, linguists, and developmental and educational psychologists. The book addresses the theoretical, research, and applied aspects of oral language and literacy. It effectively illustrates the impact of the sociocultural perspective of language proposed by Vygotsky (1962, 1978) by describing its applicability to the language learning process of a wide range of groups, including infants, toddlers, school-age children, illiterate Spanish speaking adults, law school students, second language speakers (Hmong), and American Sign Language users. Literacy is one of the major problems facing the United States and the rest of the world, especially developing countries. This book constitutes a promising interdisciplinary approach to address the complex issues of literacy and language learning. It reflects a current trend of our time-addressing a problem in the context of many interacting systems. Farewell to the tunnel vision approach and welcome to a holistic, systematic, ecological approach. The major contribution of this book is not to research; it is the demonstration of the versatility and generalizability of the Vygotskian theory. The maxim that there is nothing better than a good theory is clearly proven in this book. (PsycINFO Database Record (c) 2016 APA, all rights reserved)