Dòng Nội dung
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A story without SELF : Vygotsky’s pedology, Bruner’s constructivism and Halliday’s construalism in understanding narratives by Korean children / Han Hee Jeung, David Kellogg. // Language and Education Vol.33, No 6/2019
UK : Taylor & Francis Group, 2019.
p. 445-468 ; 26 cm.

The work of L.S. Vygotsky was popularised in the West between two great waves of educational thought: constructivism and cognitivism. Reception was therefore colored by three metaphors introduced by Jerome Bruner: ‘construction’, ‘scaffolding’ and ‘narrative’. Narratives were to be characterized by features we call SELF: Subjects, Expectancy and counter-expectancy, a Linear subject-verb-object clause grammar, and a Focalizing voice. In this paper, we try to understand how narratives might be learned in Korean, where subjects are optional and often dispreferred, processes tend to predominate in expectancy over participants, linearity is subject-object-verb rather than subject-verb-object, and even the focal voice must often be shared. For help, we return to Vygotsky’s work in ‘pedology’, the holistic science of the child, and to similarly inspired work on child language by M.A.K. Halliday. First, we explore Vygotsky’s own unit for the development of consciousness, perezhivanie, an untranslatable term for the way in which the child ‘over-lives’ experience through language. Second, we show how Halliday’s system networks can help us describe how perezhivanie might develop and we argue that Halliday’s term ‘construal’ is a more useful, non-metaphorical, description of what Vygotsky had in mind.
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Visual arts : a multimodal language for Indigenous education / Kathy A. Mills, Katherine Doyle. // Language and Education Vol.33, No 6/2019
UK : Taylor & Francis Group, 2019.
p. 521-543 ; 26 cm.

Visual arts and other modes and media of communication are vital to Indigenous People, yet multimodal forms of representation, such as those prioritised in the arts, are often poorly understood and excluded from Indigenous education. This article describes cross-cultural, participatory community research enacted with an Indigenous school in Australia. Indigenous elementary students were taught by Indigenous community leaders to engage in visual arts through paintings and other forms of artistic representation (e.g. dances, rap video). These artistic expressions were coherent with Indigenous ways of learning and communicating. The multidimensionality of Indigenous students’ paintings was analysed, and the significance explained in relation to the language of transgenerational Indigenous Lore. The results demonstrate how Indigenous visual arts enabled powerful representations of transgenerational knowledge and understandings. The findings also provide generative illustrations of a culturally informed and responsive multimodal literacy pedagogy, highlighting the need to respect the multimodal dimensions of representation that have cultural meanings for Indigenous identity and education practices. The article challenges Western, privileged forms of literacy, while highlighting the need to respect visual arts as language in the English curriculum for equitable and culturally responsive education for Indigenous students.