Much research has been done on the acquisition of language, with prominent names being Vygotski and Piaget. Vygotski links the development of language to cognitive development and asserts that it is through language that children begin to develop complex cognitive abilities that allow them to function in and make sense of our world. By contrast, Piaget claims that all children are born with schemes, which represent patterns of behaviour as they go through different stages of their development. Complex mental processes, according to Vygotski, begin with social interaction with adults, teachers and peers. As children develop they begin to internalise processes that they have encountered in social contexts and use them independently, thus both language and cognitive progress are evident. The focus of Vygotski’s theory is context. By contrast, Piaget asserts that children go through “sequential, innate, universal cognitive stages” and that they all evolve from concrete to abstract levels of understanding, irrespective of context. BOHE is cognizant of both theories of the acquisition of language and has developed a platform that seeks to enhance the progress of English language learners, taking into account Vygotski’s context as well as Piaget’s stages of learning. The section on Communication in Different Contexts directly links to Vygotski’s context, whilst the progressive nature of our lessons across Primary, Secondary and Business directly aligns with Piaget’s schemes.
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