Vygotsky believed that language skills—listening, speaking, writing, and reading—intimately linked to thinking. In this chapter the foci are listening and speaking and their development. Lynne T. Diaz-Rico describes three steps—before, while, and after—that form part of the listening and speaking process. The listening section is composed of the following:
1. Into—Learners are introduced to the verbal setting—vocabulary terms, accents, specific cultural setting, among other elements.
2. Through—Students are given cognitive aids—outlines, graphic organizers—and are given multiple opportunities to ingest the audio material.
3. Beyond—At this stage learners are given the opportunity take part in one or more of these options—write, draw, a physical representation—as a closing activity (2008, pp. 149-151).
Similar steps are followed for the “speaking” component. This “into, through, and beyond” process part of a fundamental sequence that prepares second language learners and others belonging to language subcultures to make that fateful “dialect switch” that spurs academic achievement (Craig, Thompson, and Washington, 2004, p. 270)
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