Fostering Second Language Acquisition of Canadian Primary School Children: A Critical Evaluation of Vygotsky's Learning Theory in the French Immersion Programme
Bibliographic record
Abstract
According to Vygotsky (1978), language originally emerges as a means for children to communicate with others in their surroundings. This perspective of Vygotsky emphasises the significance of the social interaction between children and their environment, which functions as a driving force for children’s language development and learning process. To demonstrate the practices of Vygotsky’s theory in second language acquisition, this paper aims to investigate how Canadian primary school children acquire French oracy through interaction with teachers and peers during immersion programmes. Firstly, the two fundamental aspects of Vygotsky’s learning theory and their theoretical application in the analysis of the pedagogy of the French immersion programme were highlighted. The importance of social interaction and the limited application of Vygotsky’s theory in the construction of children’s linguistic skills were reflected through examples of second language learning in the classroom setting. Then, the paper examined the methodology of Vygotsky and discussed its limitations in terms of current education. Additionally, it analysed the nature-nurture dispute concerning Vygotsky’s underestimation of the innate factor and the development of his learning theory. Lastly, the paper concluded by arguing that Vygotsky’s learning theory had both advantages and disadvantages, which provided a reminder for pedagogic curricula to be more concerned about the interplay between learners, educators, and the learning environment.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.010 | 0.012 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.004 | 0.004 |
| Science and technology studies | 0.015 | 0.011 |
| Scholarly communication | 0.005 | 0.002 |
| Open science | 0.002 | 0.004 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".