A Report on Communication Theories and Their Impact on Learning

This report examines the impact of communication theories on student learning, focusing on Piaget, Vygotsky, and Bernstein's perspectives. It explores how these theories influence language development, cognitive processes, and social interactions within the classroom. The report delves into the practical applications of these theories, providing examples of how teachers can utilize verbal, non-verbal, and symbolic communication to enhance student understanding and engagement. It highlights the importance of adapting communication strategies to accommodate diverse learners, including those with disabilities or varying levels of language proficiency. The report also acknowledges the limitations of certain communication methods and emphasizes the need for a comprehensive approach that considers cultural, cognitive, and social factors to foster effective teaching and learning environments. The analysis includes how the use of sign language, pictures and videos can be helpful for the students.

Running head: COMMUNICATION THEORIES IMPAT OF COMMUNICATION
COMMUNICATION THEORIES IMPAT OF COMMUNICATION
Name of the Student
Name of the University
Author Note

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COMMUNICATION THEORIES IMPAT OF COMMUNICATION
Table of Contents
Introduction:....................................................................................................................................2
Communication Theories:...............................................................................................................2
Impact on Learning:.........................................................................................................................5
Conclusion:......................................................................................................................................6
Reference:........................................................................................................................................8

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Task 7:
Introduction:
Communication is one of the basic and the primacy component of the teaching and
learning. The communication on the other hand is meant to be the bridge between the teachers
and the learners (Chromy, Dvorak and Sedivy 2012). In all the approaches of the learning as well
as the teaching the communication is give prior importance for serving the purpose of the
learning of the students by the teaching of the teachers. On the other hand, the communication
being the prior and basic link between the teachers and the learners needs to be proper and
effective in order to ensure the proper and clear understanding of the learning topics taught by
the teachers. Along with this, the communication process and the tools are different according to
the requirements and the capabilities of the students. The pedagogical approach of the teaching
also refers to the importance of the communication in the teaching practice for the learner.
Similarly the communicative approach of the learning also emphasizes the importance and
necessity of the communication in the classroom teaching in order to convey the intended and
the required message and knowledge to the students. There are also some communicative
theories that stress on the communication for the teaching practice and presents different
viewpoint of the scholars on the same. The following section of the report discusses the different
communicative theories and the impact of the communication on the learning with the practical
instances.
Communication Theories:
There are different communication theories that teachers can address while teaching the
students for effective communication in the class. Piaget emphasizes on the language as the

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necessary element of the communication. The scholar (Mooney 2013) suggests that the language
development is one of the important and integral components of the social development.
Therefore it is necessary to address the development of the communication of the students in a
prior manner. The communication theory of Piaget implies that the growth of the language is led
by the cognitive development of the students which is further provided by the teachers (Modgil,
Modgil and Brown 2013). The scholar believed that the development of the symbol system in the
children is simultaneously done along with the development of the language. In short, Piaget
identifies the cognitive development of the learners led to the growth and development of the
language in the learners. In addition, the theory of communication by Paget also signifies that
constant feedback from the teachers and the appropriate language models is needed for the
development of the language as well as the communication of the students. Apart from the use of
the language as the basic element of the communication, Piaget also suggests that language is
also the primary element for the thought. One cannot think if the person is without language and
this is applicable for the disable persons too. There must be a language for the development of
thought and the communication. Therefore, in terms of the communication the language is the
primary and major element.
In other hand, Vygotsky (Lantolf and Poehner 2014) indicated language not only as the
tool for the communication, but also as the developing thought. According to Vygotsky, the
communication theory implies that the communication is the major and basic factor for the
development of the students’ language skills as well as of the development of thought process.
Moreover, this particular theory stresses on the importance of the proximal development as the
interaction of process of the young with the adults (Farr 2017). The development of the language
as the communication tool is highlighted in the Vygotsky’ socio-cultural theory and that

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language is the indicator of the value system and cultural beliefs of certain groups. However,
Vygotsky also mentions the importance of the self-direct speech in the development of the
communication. Vygotskyv viewed language categorically in terms of the communication and
referred to external communication according to the need and development of the language for
the different categories. The self direct speech comes under internal communication and for the
external communication a learner requires the formal language development. Piaget and
Vygotsky are similar in their basic perception of the communication in terms of the language as
the tool for the development of the thought. In addition, both the scholars referred to the
impotence if the symbols and pictures as the tool for the communication for both the general and
the disable students.
Another theory based on the communication is the Bernstein sociolinguistic theory that
highlights there are specific codes that indicates the development of the language of the students
(Jones 2013). The language contains two codes – elaborated codes and restricted codes. This
particular theory of communication based on the code system signifies that when there is well-
defined and well-structured communication within a group, the language code is referred to the
restricted codes. Again, if the socializing group malleable, the language codes used in the group
is elaborated. On the other hand, the restricted code is used within the groups where the people
are familiar with and known to each other and the elaborated code is needed for the conversation
between two or more people who are unknown to each other (Young Spring 2017). In addition,
the theory mentions that every person uses the restricted codes communication in some point of
time, which refers to the own or native language. In other hand, the elaborated codes are the
general and communicable codes that people uses to communicate with people other than their

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family or group members. However, both the language codes are the indicator of the social
relationship.
Impact on Learning:
From the above discussion and understanding of the different communication theories, it
is evident that the students must be provided with the proper communication in order to enable
them with cultural, cognitive and social development. Despite the family of the students being
the initial teachers of their language development, the role of the formal teachers is important in
developing the communication ability of the students (Chromy, Dvorak and Sedivy 2012). The
teacher plays an important role in introducing and developing the students’ linguistic knowledge
and communication. While teaching the students, I use different communication process for
effective teaching such as verbal, non-verbal, sign-language, pictures, videos and others. The
effectiveness and impact of these resources of the communication are on the theories of c
communication. As per the theories of Piaget and Vygotsky, there is necessity of the symbols in
the language development in terms of the effective communication for both the general and the
disable students (James 2017). Therefore, sign-language, pictures and videos are fine resources
for the development of the communication for the disable and general students. For example, I
have used the symbols for the general students who are lacking the average IQ level than the
other students. The similar symbols I have used for the deaf students who have problem in
understanding the theoretical approach of certain topics.
Apart from that, verbal and non-verbal communication is the basic elements for the
communication development. As the theories suggest that the communication refers to the social
and cultural development, the use of the different language with the help of videos and pictures

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showing the letters of foreign language can enhance the process of the communicative
development. The development of the language has been emphasized in the discussed three
theories by the three different scholars. I have used different language for teaching a single
subject to the students. Moreover, I choose bilingual and multilingual students for the
deliverance of the different language to all the students. According to me, this will help the any
student to use the restricted code in while talking to the people using language other than him.
Another example can be provided here as the perfect instances of the use of the symbols. For the
practical teaching of the topic on the importance of the health and safety work I have used the
symbols extensively. This particular topic requires the use of the symbols at the highest priority
for the students irrespective of their abilities. Therefore, for the development of the
communication of the students, the teacher must consider and address the formal as well as the
informal language while teaching the students. However, there are some limitations too such as
using sign languages for the disable students can slower the communicative development of
other general students. Again, using verbal and common language for teaching can lack the
aboriginals and disable students in terms of communicative development.
Conclusion:
Therefore, it is evident from the above discourse that the communication is major and
chief element of the teaching. The importance of the communication as well as the language is
discussed in the report with the reference of the different communicative and cognitive approach
of the different scholars as well as the theories. For the proper understanding of the importance
of the communication in the teaching, three theories have been discussed in the report. The
theories discussed in the report present different approach of the communication in terms of the
development of the cognition and communication level of the students. The theories present the

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instances of the moral development with the help of the formal and informal language and the
verbal and non verbal language development. The different theories of the communicative
development stressed on the language and the symbols for the effective teaching of the intended
and required subjects to the students. Along with this, the report also discusses the practical
instances of the theories in regard to the impact of the effective communication on the learning
of the students. There are several instances in the report that shows the use of the more than one
language and the use of the symbols for the effective and successful deliverance of the intended
learning materials to the students. In addition, the report also highlights the importance of the
different languages and symbols as the effective and necessary tools for the communication
within the classroom to the general as well as the disable students. On the other hand, the report
also sheds light on the limitation of the different communicative tools in the classroom for the
diverse students. However, apart from the minimal limitations, the communication with all its
necessary tools is a crucial component of the teaching in order to provide the proper learning
materials to the students.

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Reference:
Chromy, J., Dvorak, D.O.N.N.A. and Sedivy, J.O.S.E.F., 2012. Business intelligence approach
as comunication tool of tutors and teachers in technical education. WSEAS Advances in data
networks, communications, computers and materials, 11, pp.183-187.
Farr, T., 2017. Vygotsky’s Theory of Cognitive Development. [online] Udemy Blog. Available at:
https://blog.udemy.com/vygotskys-theory-of-cognitive-development/ [Accessed 26 Oct. 2017].
James, 2017. Communication Practices: Vygotsky and Education. [online]
Communicationpractices.org. Available at: http://www.communicationpractices.org/Ideas-
VygotskyEducation.htm [Accessed 26 Oct. 2017].
Jones, P.E., 2013. Bernstein's ‘codes’ and the linguistics of ‘deficit’. Language and
Education, 27(2), pp.161-179.
Lantolf, J.P. and Poehner, M.E., 2014. Sociocultural theory and the pedagogical imperative in
L2 education: Vygotskian praxis and the research/practice divide. Routledge.
Modgil, S., Modgil, C. and Brown, G. eds., 2013. Jean Piaget. Routledge.
Mooney, C.G., 2013. Theories of Childhood: An Introduction to Dewey, Montessori, Erikson,
Piaget & Vygotsky. Redleaf Press.
Young Spring, 2017. Basil Bernstein. [online] Zimmer.csufresno.edu. Available at:
http://zimmer.csufresno.edu/~johnca/spch100/3-3-bernstein.htm [Accessed 26 Oct. 2017].