When revisiting Krashen and Vygotsky , their philosophical view of language is viewed as a tool that is best used when the individual feels that it is important, natural, and relevant to them in Vygotsky’s view, the collaborative interaction of learners as part of a social system within the classroom takes place between students who are MKOs (More Knowledgeable than Others), and their peers. The cooperative learning with MKOs helps empower their peers to absorb new information, and to allow learning to take place as a process.
Vygotsky theorizes that this process occurs within a student’s ZPD (Zone of Proximal Development) and that the goal of the relationship between the MKOs and their peers is to extend the peers’ ZPD by increasing the knowledge, and expanding their learning potential (Vygotsky, 1978). Concisely, both Bandura and Vygotsky concide in that the learner’s role within a society that invites the acquisition of new behaviors and skills is the underlying motivator that enables the learning to occur.
This is how, whether cognitively, intra or inter psychologically, socially, or behaviorally, these theorists embody the promotion of social change through the theoretical notions of learning and acquisition that are promoted in their philosophical benchmarks.
Krashen’s theory of second language acquisition is one that combines social learning and cognitive development. It agrees with Bandura in that language is a process that is learned through observation and modeling. It does give importance to language as a social process that is necessary as a tool that empowers psychological development through the use of cognitive abilities leading to changes in behavior, which coincides with Chomsky, and Vygotsky as well. Language, therefore, is a two-fold composite made of natural and monitor verbal codes, one is natural, and one is a monitor of the other. Both