Abstract
This comprehensive paper aims to explore some of the implications of the works of great theorists to work for a conducive environment for teaching and learning English in Pakistani schools. The theoretical premise for this study is the very early studies of Jean Piaget (1926-1956) and Lev Vygotsky (1934-1962). They remained a standard for language studies for long in the west. Although their names and some of the term such as scaffolding, zone of proximal development may seem exotic to our educational system but they provide some concrete and practical guidelines for language studies. This paper presents the alternative as well as complementary ideas of both Piaget and Vygotsky on different issues such as child’s developmental stages, egocentric speech in children, importance of language and the role of the teacher and student in language learning. The implication of their intersecting ideas for promoting a supportive environment for English language teaching and learning in Pakistan is then discussed in the paper
PhD Scholar, . (2010) Educational Implication of Piaget and Vygotsky Language Learning Theories in Pakistani Context: A Review, The Dialogue, Volume 5, Issue 3.
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