To consider different syntaxes as languages is not a novel idea. An example of this is algebra, which has been conceived of as a language by a number of authors1. By extrapolating this way of looking at an area of mathematics to the category of technology, we can think of technological competencies as a "technological language". With this in mind, we will base our method for teaching technological skills on a model of language acquisition.
Our teaching model is based on Jerome Bruner's language acquisition model. In his theory, Bruner postulates that language is acquired at an early age through ritualized activities which he calls formats. Essentially, formats are games possessed of a rigid structure which are repeated over and over.2.
"Peek-a-boo" and "I spy with my little eye" are typical examples of such games (or formats, in Bruner's terminology). The older player has already mastered natural language, while the younger one is using certain innate learning mechanisms, called Language Acquisition Device, or LAD. The same or similar mechanisms can be used to assist learning any field of knowledge (we can't categorically state that all mechanisms are identical to LAD, but the same method is seen to work). Thues, these mechanisms, or their equivalent, can be co-opted to teach knowledge more sophisticated than natural language. We consider our area of interest more sophisticated since its study necessitates natural language in the form of what is called technical record, besides other abilities.
Positive results have been reached using this model to teach algebra to children aged 11 and 123. In the same style, we've created formats for the acquisition of technological languages. This acquisition is implemented through the agency of specific abilities, which are developed with the use of two kinds of format: scripts and activities. The nature of these formats is explained in detail under the section for methodology.
The use of formats is well established in education, and supported by a solid and well-developed theoretical foundation. Also, there are observations of its power as a technique, since it enables children to learn very new material in a short span of time (LAD is efficient by natural design). Besides, formats are also adequate for this project since, although their development is relatively complex, their application is, by contrast, easy.