The third presented theory is closely connected with Vygotsky’s view that interaction and language learning are correlated with expansion of awareness and comprehension (Brumfit, 1995:3).
He presents a new idea named LASS which stands for Language Acquisition Support System. Brumfit, Moon and Tongue (1995:3).
“Burner is one of the most notable contemporary exponents of the view that children’s language and learning development takes place through the process of social interaction. […] Burner proposed that for language development there needs to be a child component, incorporating an innate propensity for active social interaction and language learning, together with an adult support and help component. The international partner provides a structure of framework which Burner referred to as scaffolding”.
This idea is possible thanks to the concepts which Bruner named as: formats and routines which by combination of a well – known situation with anticipation of something new enable scaffolding to occur (Lynne 2001: 9). Language that child produces during the routine is known, however a new situation which may not be easy to predict, gives opportunity for child to produce his own chunks of language. This space perfectly corresponds with Vygotsky’s ZPD, and what is more, Bruner adds that routines and their tuning with “the new” provides chances for cognitive development. Recognizable situations provide chances for linguistic improvement, additionally allowing child to develop languages. In other words, routines serve as opportunities for expanding knowledge (Lynne 2001:11).