Shifting from our home to city X gave me a feeling of putting on the best shoes that I have never worn. I knew that this would be my new home with a different set of friends and problems to deal with for me to succeed. The pain and confusion of never being in the company of people we grew up with were too massive that I kept being told by my parent that this is the best they could do ( Johnson & Golombek, 2018) . As time went by, I realised that this was my new home when the struggle and bustle turned out to be more enticing. I became used to the ways of life in the new area, which made me enjoy the decision to move to this new environment.
Vygotsky’s theory of social, cultural interaction pays more attention to the importance of social interaction in the creation of cognition ( Marginson & Dang, 2017 ). Studies done by Poehner (2016) agrees with that done by Thoutenhoofd & Pirrie (2015) such that the community plays a pivotal role in the process of meaning creation. Thus, the confusion I faced while moving to City X was because I had moved from a culture that I had been used to all my life, which destroyed the meaning that I valued. The behaviourist and social learning theory stresses the importance of observation and imitating others to the development of cognition ( Bandura, 2018; Bauer, 2018 ). In this light, for one to adapt to a new environment, he or she must carefully study the behaviour of people in their closest environment, which will present them with the vital skills to fit in the setting ( Hawkins & Weis, 2017; Kay & Kibble, 2016) . The theory applies to my case because for me to feel like the place was suitable was because I had to learn how people deal with issues in their environment.
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References
Bandura, A. (2018). Albert Bandura And Social Learning Theory. Learning Theories For Early Years Practice , 63 .
Bauer, B. (2018). English Language Learners and Reading Comprehension: Exploring the Role of Vygotsky’s Sociocultural Theory of Mind (SCT).
Hawkins, J. D., & Weis, J. G. (2017). The social development model: An integrated approach to delinquency prevention. In Developmental and Life-course Criminological Theories (pp. 3-27). Routledge.
Johnson, K. E., & Golombek, P. R. (2018). Making L2 teacher education matter through Vygotskian-inspired pedagogy and research. The Routledge handbook of sociocultural theory and second language development (pp. 443-456). Routledge.
Kay, D., & Kibble, J. (2016). Learning theories 101: application to everyday teaching and scholarship. Advances in physiology education , 40 (1), 17-25
Marginson, S., & Dang, T. K. A. (2017). Vygotsky’s sociocultural theory in the context of globalization. Asia Pacific Journal of Education , 37 (1), 116-129.
Poehner, M. E. (2016). Sociocultural theory and the dialectical-materialist approach to L2 development: Introduction to the special issue. Language and Sociocultural Theory , 3 (2), 133-152.
Thoutenhoofd, E. D., & Pirrie, A. (2015). From self‐regulation to learning to learn: observations on the construction of self and learning. British Educational Research Journal , 41 (1), 72-84.
