Learning and the Learner
Theories of
Learning and the Learner
Learners need to be immersed in a rich integrated linguistic environment.
Learners use what they know from their pool of linguistic experiences-listening, speaking, reading, and writing to make meaning . A child's oral language development plays an important role in the acquisition of writing and reading comprehension. Oral discussion in the classroom that allows for reflection and thought will carry over into written language. Learners need to bring together all processes of language, and employ the give and take relationship that exists between them in activities like cooperative learning experiences, shared reading and writing and group discussions (Dyson, 2000; Halliday, 1994; Harste, Burke & Woodward, 1994).
Prior knowledge and schemata of the learner must be considered.
A learners past personal experiences cannot be separated from their acquisition of new literacy skills. Each learner brings with him/her a varied set of experiences based on his/her sociocultural backgrounds that influence his/her interpretation of text. This personal knowledge or schema must be connected to new information for learning to occur. Children from different cultures may lack the prior knowledge to connect new vocabulary meaning out of their cultural context. For example, a child from a vegetarian culture may not understand the terms rare, medium, or well done in reference to cooking meat (Anderson, 1994; Applebee, 2000; Dyson, 2000; Halliday, 1994).
Learners need quality modeling and scaffolding experiences.
Learners need examples (models), and support (scaffolding) to learn how to use, apply, and monitor metalinguistic and metacognitve skills and strategies. The learner's zone of proximal development and cognitive reach will determine the length of time and extent these supportive scaffolding experiences are needed. As the learner assumes ownership and uses strategies independently the teacher gradually relinquishes control to the student. The teacher who coaches a child through various strategies to unlock a word in text is employing scaffolding by modeling the strategies the student will eventually assume. This supportive interaction enables the learner to become a confident and capable user of literacy skills (Anderson, 1994; Ruddell, M.,1994; Yopp & Singer, 1994).
Learners need to view acts of literacy as adding value to their lives.
Learners must engage in acts of literacy that are authentic and meaningful in the context of their social lives. The affect a learner brings to a learning situation will affect the eventual outcome. The desire, enthusiasm, and curiosity of the learner must be mobilized to enhance the acquisition of literacy skills. For example, the act of writing a letter to a loved one gives letter writing skills personal value, as opposed to simply studying the friendly letter format. Connections between what is taught and the social significance of its usefulness must be apparent to the learner (Freire, 1985; Harste, 1994; Hayes, 2000; Moll, 1994).
Learners are more successful in environments that are socially engaging.
Children construct meaning from the everyday experiences and language they encounter in their lives. A stimulating interactive social environment enhances this process. Rich and varied language experiences in combination with quality social interactions enhance the acquisition of vocabulary meaning and provide motivation for the use of literacy activities. Students in a classroom are in transactional relationships that allow interchanges of ideas that broaden each learners knowledge base or schema. Shared reading and writing experiences, class discussion and debates, peer collaboration, and similar experiences encourage literacy development and acquisition. (Anderson, 1994; Rosenblatt, 1994; Ruddell, 1994).
Multicultural education should consider the desires of the parents in how the schools serve their children.
Ethnicity in schools is dynamic not static and the curriculum should reflect this. Children and their families need to see the relevance and feel empowered by the education they receive. Connections between curriculum and the social significance of its value must be apparent to the learner. Students need to learn the viewpoints of various cultures, as they differ from the European American view of events (Banks, Cookson, Gay, Hawley, Irvine, Neito, Schofield, & Stephan, 2001; Kaser & Short, 1997; Moll, 1994; Sleeter, 1996).
A learners cultural experiences bring varied schema to the learning context that must be considered.
A learner's cultural experience and social location can include religious, ethnic, gender and socioeconomic differences that can all influence interpretation of learning experiences. Creating social learning contexts that allow for diverse views to be shared enriches the meaning made and enables understanding of varied views to be accepted. Encourage conversation and collaboration among diverse groups to facilitate understanding of other cultural viewpoints (Applebee, 2000; Banks, Cookson, Gay, Hawley, Irvine, Neito, Schofield, & Stephan, 2001; Dyson, 2000; Sleeter, 1996).
