task two collaborative activity

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activity 2 collaborative task.
presented by: BRISMAN SIOMAR ESTUPIÑAN 
1.002.416.608
presented to: ASTRID YANIRA LEMOS
LANGUAGE AND CULTURE

open national university and distance. 
soata-boyaca 
6/22/2020
 In this space we will cover 3 very important topics for learning a second language. such as sociocultural theory. identity socila and finally the intercultural communicative competence.
 sociocultural theory
Vygotsky's Sociocultural Theory emphasizes the proactive participation of minors with the environment that surrounds them, with cognitive development being the result of a collaborative process. Lev Vigotsky (Russia, 1896-1934) argued that children develop their learning through social interaction: they acquire new and better cognitive skills as a logical process of their immersion in a way of life. (lantolf 2015) p 210
 Learning and "Proximal Development Zone"
According to Vygotsky's Sociocultural Theory, the role of adults or more advanced peers is that of supporting, directing, and organizing the child's learning, in the step before he may be able to master these facets, having internalized the structures behavioral and cognitive that the activity demands. This orientation is more effective in offering help to children to cross the proximal development zone (ZPD), which we could understand as the gap between what they are already capable of doing and what they cannot yet achieve on their own.
 Several followers of Vygotsky's Sociocultural Theory (eg Wood, 1980; Bruner and Ross, 1976) have brought up the 'scaffolding' metaphor to refer to this mode of learning. Scaffolding consists of temporary support from adults (teachers, parents, guardians ...) who provide the child with the aim of carrying out a task until the child is able to carry it out without outside help.
 One of the researchers who starts from the theories developed by Lev Vigotsky, Gail Ross, studied in a practical way the scaffolding process in children's learning. Instructing children ages three to five, Ross used multiple resources. She used to control and be the focus of the sessions, and used slow and dramatized presentations to the students in order to show that the achievement of the task was possible. Dr. Ross thus became in charge of foreseeing everything that was going to happen. He controlled all parts of the task on which the children worked to a degree of complexity and magnitude proportionate to the prior skills of each.
Sociocultural Theory: in context
The Sociocultural Theory of the Russian psychologist Lev Vygotsky has far-reaching implications for the education and evaluation of cognitive development. The ZPD-based tests, which highlight the child's potential, represent an invaluable alternative to standardized intelligence tests, which often emphasize the knowledge and learning already done by the child. Thus, many children benefit from the open and sociocultural orientation that Vygotsky developed.
socila identity
 Origin of the Theory of Social Identity
 Henry Tajfel began his work on categorial perception in the 1950s. Later, with some collaborators, he developed the minimal group experimental paradigm. This paradigm highlighted the effect of mere categorization, that is, of how groups develop group discrimination behaviors only by receiving the premise that they belong to “X” group and not to another. Turner and Brown, in 1978, coined the term Social Identity Theory to refer to the descriptions and ideas that Tajfel had used to explain the results of their research.
 Identity: something that defines us
 With a simple glance at different profiles on social networks we can see the small descriptions we make of ourselves. There are those who define themselves as a student, soccer player, reporter, movie buff; while others will be defined as a happy, nice, funny, curious, passionate person, etc.
 Social identity and personal identity
The fundamental idea of the Social Identity Theory is that an individual's membership in certain social groups or categories contribute important aspects to the individual identity of the subject. In other words, our membership in groups and our relationship with them largely determines who we are individually, that is, they influence our personal identity.
Social identity
Social identity defines the self (self-concept) in terms of membership groups. We have as many social identities as there are groups to which we feel we belong. Therefore, membership groups determine the group as an important aspect of the self-concept, for some people the most important. Let's take as an example a famous Latin singer. Ricky Martin is part of numerous roles, and he could define himself as a man, artist, brunette, singer, gay, millionaire, son, Latin American, father, etc. He could define himself with any of them, but he will select to identify himself with those adjectives that he feels differentiate him the most and provide differential value to the rest.
(thorner 2015) 332
Selfconcept
Ajfel stated that a person's self-concept is largely shaped by their social identity. This is the "knowledge that an individual possesses that belongs to certain social groups together with the emotional significance and value that such belonging has for him / her". (Tajfel, 1981). In his initial formulations, the author stated that a person's social behavior varies along a one-dimensional continuum delimited by two extremes: the intergroup (when the behavior is determined by belonging to different social groups or categories) and the interpersonal (when conduct is determined by personal relationships with other people and by the personal characteristics of each).
(CHAN 2015) P. 21
 Intercultural communicative competence
It was Michael Byram who adapted the concept of intercultural competence to the teaching of foreign languages. In this way, the idea of intercultural communicative competence arose, which can be defined as the ability to negotiate cultural meanings and adopt effective communicative behaviors. By effective is meant that they are acceptable to the interlocutors. Communication is not defined in terms of perfection but in sufficiency. Its fundamental objective is to achieve a mutual understanding in intercultural situations and to facilitate the students' encounter with other cultures.
(CHAN 2015) P. 19
 characteristics
The sociocultural dimension is central to all learning. The objective is for the person to be able to communicate with their interlocutor, who has a different cultural background, so that the message is received and interpreted according to their intentions. It is intended that a person, in an intercultural meeting, can act correctly and appropriately, according to the implicit and explicit norms of a given social situation in a specific social context. It has a cognitive component: it includes a general understanding of cultural differences and specific knowledge of some cultures, reflection on difference, stereotypes and prejudices. It has a communicative and pragmatic component: it contemplates the ability to understand and express verbal and non-verbal signs, as well as interpret specific social roles in a culturally acceptable way.
conclusions
In the present project, we understood the readings of unit 1 of the language and culture course, in which we understood 3 necessary and important concepts in learning foreign languages, such as sociocultural theory. Social identity and intercultural communicative identity. Each one of them essential in the learning of a foreign language, since as we know to learn a language, the vocabulary is not enough for us, but we must enter the culture and the region where the language comes from to be able to understand the contexts that are sought the target language.
references 
Chan, W. M., Bhatt, S. K., Nagami, M., & Walker, I. (2015). Culture and Foreign Language Education: Insights From Research and Implications for the Practice. Boston: De Gruyter Mouton. (pp. 1-19). Retrieved from http://bibliotecavirtual.unad.edu.co/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=1045353&lang=es&site=eds-live&scope=site Lantolf, J., Thorne, S. L., & Poehner, M. (2015). Sociocultural Theory and Second Language Development. In B. van Patten & J. Williams (Eds.), Theories in Second Language Acquisition (pp. 207-226). New York: Routledge. Retrieved form https://www.researchgate.net/publication/313795407_Lantolf_J_Thorne_S_L_Poehner_M_2015_Sociocultural_Theory_and_Second_Language_Development_In_B_van_Patten_J_Williams_Eds_Theories_in_Second_Language_Acquisition_pp_207-226_New_York_Routledge

task two collaborative activity

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