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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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Poetic habits of mind in TESOL teacher preparation / Melisa Cahnmann-Taylor, Yohan Hwang.
// Language and Education Vol.33, No 4/2019 UK : Taylor & Francis Group, 2019.p. 399-415 ; 26 cm.This paper examines the possibility of viewing TESOL teachers’ identities through the metaphor of ‘poet-teachers’, viewing second language teachers as creative and collaborative meaning-makers. We analyzed interviews, poems and classroom discourse among 16 Chinese, Vietnamese and English L1 speakers who participated in poetry writing course as a component of their TESOL teacher preparation curriculum. We identified three qualities related to poetic habits of TESOL teacher identity. Firstly, creative (l)imitation which enhances their identities as connected to and expanding from past structures, yielding new future selves. Secondly, the practice of surprising oneself in and through an L2, shifting scripted perceptions of language learning toward improvisational play. Lastly, teaching poetry illuminated the ways in which the language classroom becomes a site for dialogic collaboration, two-way exchanges where creative meaning-making can occur for both teacher and student alike. The results suggest imitation, surprise, and collaboration can create emotionally and linguistically rewarding experiences, encouraging the TESOL educator to identify as co-learners and to grow as interactive producers of meaning, not just passive instructors and receptors of language form.
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Two Research Paradigms of Developmental Psychology——Comparison between Piaget and Vygotsky on Theories of Cognitive Development / Wang Guangrong.
// Journal of Huazhong Normal University（Humanities and Social Sciences) 2014, Vol 53, N.5 p164-p169 The 20 Century saw two distinguished psychologists born in the same year in tekl of development Psychology, One is Piaget, a Swiss psychologist, the other is Vygotsky,a Soviet psychologist, An interminable argument once arose between them about the approach and internal mechanism of children s development. Consequently, two different paradigms emerged in the study of developmental psychology. Piaget pioneered the paradigm of natural science while Vygotsky did that of social culture. While Piaget and Vygotsky made remarkable achievements in the goals of their own desires, the two paradigms couldn’t be integrated together, because the scientific views that Piaget and Vygotsky held are mutually exclusive
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