Basil Bernstein- Restricted and Elaborated code
- Two general types of codes can be distinguished: elaborated and restricted. In the case of an elaborated code, the speaker will select from a relatively extensive range of alternatives. In the case of a restricted code the number of these alternatives is often severely limited.
- Bernstein makes a correlation
between social class and the use of either elaborated or restricted code. He
reports that in the working class you are likely to find the use of the
restricted code, whereas in the middle class you find the use of both the
restricted and elaborated codes.
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His research argues that the
working class have access only to restricted codes, the ones they learned in
the socialization process.
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However, the middle class, being
more geographically, socially and culturally mobile has access to both the
restricted codes and elaborate codes.
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The restricted code is less
formal with shorter phrases interjected into the middle or end of a thought to
confirm understanding.
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Elaborated codes have a longer,
more complicated sentence structure that utilizes uncommon words and thoughts.
In the elaborate code there is no padding or filler, only complete, well laid
out thoughts that require no previous knowledge on the part of the listener.
- According to Bernstein, a working class person communicates in restricted code as a result of the conditions in which they were raised and the socialization process. The same is true for the middle class person with the exception that they were exposed to the elaborate code as well.
Vygotsky- Zone of Proximal Development
- The zone of proximal development (ZPD) has been defined as "the distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance, or in collaboration with more capable peers.
- Lev Vygotsky views interaction with peers as an effective way of developing skills and strategies. He suggests that teachers use cooperative learning exercises where less competent children develop with help from more skillful peers.
- Vygotsky believed that when a student is at the ZPD for a particular task, providing the appropriate assistance will give the student enough of a "boost" to achieve the task.
- The ZPD has become synonymous in the literature with the term scaffolding. However, it is important to note that Vygotksy never used this term in his writing, and it was introduced by Wood et al.
- Once the student, with the benefit of scaffolding, masters the task, the scaffolding can then be removed and the student will then be able to complete the task again on his own.
