Exploring the Impact of Zone of Proximal Development and Scaffolding in Second Language Acquisition: A Comparative Study of Vygotskian and Freirean Approaches

Abstract

This paper critically examines Lev Vygotsky's Sociocultural Theory (SCT). The focus of the study is the Zone of Proximal Development (ZPD) and scaffolding, and their roles in second language (L2) acquisition. SCT suggests that human cognitive development is a mediated process shaped by cultural artifacts, activities, and social interactions and language serves as the focal for mediation, enabling the development of higher-order cognitive functions through social and material engagement. The research questions highlight 15 learners’ perceptions. The study also has 3 variables of teachers' role in practicing scaffolding from the private college in Hyderabad. The qualitative comparative analysis provides more competent interlocutors, and facilitates L2 learning. It underscores the importance of teaching within the learner’s ZPD to enhance progression and development. Additionally, the research integrates Paulo Freire’s dialogic method to highlight the interplay between dialogic learning, conscientization, praxis, and critical consciousness. Both Vygotsky and Freire assert that language learning is inherently dialogic, emphasizing the transformative power of interaction between learners and educators. The study results of positive and negative feedback, group studies, and collaborative learning are the median of scaffolding practices.