Social Cultural Theories and Learning

This assignment delves into the influence of socio-cultural theories on children's language and communication development. It examines the contributions of prominent theorists like Piaget, Vygotsky, and Bernstein, highlighting their perspectives on the role of family, peers, and schools in shaping learning. The discussion emphasizes the importance of social interaction, cultural context, and active meaning-making in the learning process. Additionally, it outlines practical implications for educators, suggesting strategies to incorporate these theories into classroom practices.

Running head: INDIGENOUS EDUCATION AND PERSPECTIVES
Indigenous Education and Perspectives
Name of the Student
Name of the University
Author note

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INDIGENOUS EDUCATION AND PERSPECTIVES
Executive Summary
Several theories have been developed as theories of communication that builds a relationship
between the development of thought and language in human beings at the early age. This
report has discussed three of these theories, Piaget’s Theory, Vygotsky’s Theory and
Bernstein’s theory. The limitations and benefits of the theory have also been discussed.

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INDIGENOUS EDUCATION AND PERSPECTIVES
Table of Contents
Introduction:...............................................................................................................................3
Theories of Communication:......................................................................................................3
Piaget’s Theory......................................................................................................................3
Bernstein’s theory..................................................................................................................4
Vygotsky’s theory..................................................................................................................5
Conclusion..................................................................................................................................5
Reference List............................................................................................................................6

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Introduction:
Different theories of communication and language development in children refer to
the close association between the language development and the development of thought.
Language development takes place within a societal context and it is dependent on the social
development. Socio-cultural theories have already made a major impact on the teaching and
learning procedure. These theories tend to advocate the learning procedure involving the
acquisition of second language as a semiotic procedure where the participation in the social
activities plays a major part. It also regards the instructions as a fundamental way of
developing the second language; moreover this procedure tends to go beyond the actual
developmental procedure of human beings at the early age. The theories also believe that the
learning procedure within the context of second language development should also be a
collaborative one; most importantly it should not be an isolated and individual effort where
the learner is unmediated and unassisted. Various theorists such as Piaget, Bernstein and
Vygotsky have focused on the language development theory and its impact on the learning
process.
Theories of Communication:
Different theories of communication and language development in children refer to
the close association between the language development and the development of thought.
Language development takes place within a societal context and it is dependent on the social
development. Various theorists such as Piaget, Bernstein and Vygotsky have focused on the
language development theory and its impact on the learning process.

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Piaget’s Theory
Jean Piaget had developed different ways of understanding the development of
children by observing them directly. His theory of communication and cognitive development
is based on few ideas that form the foundation of Piaget’s theory. There are three concepts,
namely, intelligence that acts as a biological system and contributes in constructing the
structure of function; knowledge that refers to the interaction between the environment and
the individual; and the growth of intelligence in an individual which depends on four
different factors such as social environment, physical environment, equilibration and
maturation (Beilin and Pufall 2013). Piaget has assumed that these factors help the children to
grow knowledge. The first assumption of Piaget states that the children are motivated and
active learners wants to know different information for getting clear idea of the world. The
children also construct knowledge regarding different worldly things from their regular
experiences. Mostly they learn language for communication through two processes:
accommodation and assimilation (Scholnick 2013). Therefore it can be said that Piaget refers
to the cognitive development that takes place for structuring the further development.
Bernstein’s theory
Bernstein’s theory of communication refers to few organizing principles that
contribute to the existing language of the members of any social group. This theory also
indicates that the regular usage of language by people in their daily conversation tends to
reflect and further shape the set of assumptions off any social group (Bernstein 2014). It has
been said that as an educator, Bernstein was more interested in studying the comparatively
poor performances of the working class students, mostly in the language class, while they
were scoring relatively higher than the middle class students in the mathematics class
(Warren 2017). In this theory Bernstein has clearly indicated to the relationship between the
language and social class. This theory also indicates that that there are different forms of

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spoken language that generalize, initiate and further reinforce the different kinds of
relationship with the surroundings; therefore it makes a specific significance. Bernstein also
indicates to two different types of codes, restricted code and elaborated code. Considering the
restricted code, the speakers tend to refer to their background knowledge and the mutual
understanding forming a sense of belonging and inclusiveness to a social group (Warren
2017). On the other hand, the elaborated code works in a situation where no previous
knowledge is present, therefore it needs more explanations. This theory also states that while
communication takes place in a group, either of the codes is used, and there is a sense of
openness. Therefore the socializing agencies such as school, peer group, family plays a major
role in communication and the usage of codes.
The two types of language codes are there, those are the elaborated code and the
restricted code. In order to avoid misunderstanding, it should be noted that the restricted code
does not indicate to the restricted vocabulary just as elaborated code does not indicate to the
better and more eloquent language. The essence of the distinction is in what the language is
suited for. The restricted code works better than the elaborated code for situations where
there is a great deal of shared and taken-for-granted knowledge within the group of speakers.
It is economical and rich, conveying a vast amount of meaning with a few words, each of
which has a multifaceted set of connotations and acts like an index, pointing the hearer to a
lot more information which remains unsaid.
Within the restricted code, speakers draw on background knowledge and shared
understanding. This type of code creates a sense of including, a sense of belonging to a
specific group. Restricted codes can be found among friends and families and other
intimately knit groups.

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Conversely, according to Warren (2017) “the elaborated code spells everything out,
not because it is better, but because it is necessary so that everyone can understand it. It has to
elaborate because the circumstances do not allow the speaker to condense.” The elaborated
code works well in situations where there is no prior or shared understanding and knowledge,
where more thorough explanation is required. If one is saying something new to someone
they’ve never met before, they would most certainly communicate in elaborated code.
In differentiating between restricted and elaborated codes, it is noted that elaborated
code can “stand on its own”, it is complete and full of detail, and most overhearing a
conversation would be able to understand it. However, restricted code is shorter, condensed
and requires background information and prior knowledge. A person overhearing a
conversation full of restricted code would be quite lost. It would be easily identifiable as an
“insiders” conversation. According to Bernstein, “Clearly one code is not better than another;
each possesses its own aesthetic, its own possibilities.
Vygotsky’s theory
Vygotsky’s theory of communication is mostly an extension and improvisation of
Piaget’s theory. In his theory, Vygotsky has identified the there the solitary skills are
important as he indicated that the learning procedure of the students has a close relation with
their future as well (Daniels 2016). This theory is also based on the theory of constructive
learning that indicates that the children learn language through different social experiences.
According to this theory the words act as signals, however other than engaging them with
both the secondary and primary signals would enhance their learning procedure. This theory
also believes that the socio-cultural environment around the child represents varied elements
to the child which helps the child to engage in the environment further. Vygotsky’s theory
also believes that at the early age the child is entirely dependent on the caregivers, mostly the
parents who tend to initiate the actions of child through instructions of what exactly to do or

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how to do that. At the same time they also teach the child what exactly not to do. The
caregivers in this situation works as the representative of the nature, therefore they also teach
the child regarding the culture they posses and give the child a fair idea of the entire
surroundings through the instructions of that language (Daniels 2016). Vygotskey also
indicates that the child keeps on acquiring the knowledge regarding the society and the
culture through the interactions and further contact with the people and it acts as the initial
step. Later the children tend to assimilate and therefore internalize this early knowledge
which adds to his personal values. According to Vygotsky, the process of transition from the
societal to personal properties is not just a mere copy; rather it is a transformation that has
been learnt through the process of instruction in the personal values. This learning procedure
not only happens with the parents, rather this also happens at schools. The students do not
just copy the capabilities of teachers; rather they tend to transform the teaching through the
procedure of appreciation. It is also said that the socio cultural theories tend to have a holistic
view regarding the procedure of learning. Bjorklund and Causey (2017) has claimed that the
theory tend to oppose the concept of discrete skills of teaching, therefore argues that the
meaning should involve the central aspect as well. This theory also includes the significance
of what the learner brings to any learning situation as an active meaning-maker and problem-
solver. It acknowledges the dynamic nature of the interplay between teachers, learners and
tasks and provides a view of learning as arising from interactions with others.
Conclusion
From the above discussion, it can be concluded that the peer group, schools and
family plays major roles in developing the communication and language development in the
students. In the classroom environment, I always try to utilize my learning from these
theories so that I can help my students to develop their skills. I mostly use the visual and

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concrete aids for teaching literacy and numeracy to the students. This would help them in
understanding various language signals. As the visual props are more intimidating, those can
be very much helpful for their learning process. I try to use small instructions that are
comparatively small so that the students do not have any issue understanding the actions
along with the words. I always try to provide them a wide range of real experiences so that
they can use their imagination as well.

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Reference List
Beilin, H. and Pufall, P.B. eds., 2013. Piaget's theory: Prospects and possibilities.
Psychology Press.
Bernstein, J.M., 2014. Recovering ethical life: Jurgen Habermas and the future of critical
theory. Routledge.
Bjorklund, D.F. and Causey, K.B., 2017. Children's thinking: Cognitive development and
individual differences. SAGE Publications.
Daniels, H., 2016. Vygotsky and pedagogy. Routledge.
Hopwood, N., 2015. Understanding partnership practice in primary health as pedagogic
work: what can Vygotsky’s theory of learning offer?. Australian Journal of Primary
Health, 21(1), pp.9-13.
Scholnick, E.K. ed., 2013. New trends in conceptual representation: Challenges to Piaget's
theory. Psychology Press.
Toomela, A., 2015. Vygotsky's theory on the Procrustes’ bed of linear thinking: Looking for
structural–systemic Theseus to save the idea of ‘social formation of mind’. Culture &
Psychology, 21(3), pp.318-339.
Warren, T.L., 2017. Cross-cultural Communication: Perspectives in theory and practice.
Routledge.