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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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An online Chinese-Australian language and cultural exchange through digital storytelling / Grace Oakley, Mark Pegrum, Xi Bei Xiong...
// Language, Culture and Curriculum Volume 31, 2018 - Issue 2 2018p. 128-149 In a 2013–2014 Australia–China Council project, middle school students in Australia and China shared digital stories about their everyday lives and local cultures, and traditional tales with a modern twist. This article reports on research that aimed to explore the successes and challenges associated with this digital story exchange between Australia and China as a pedagogical approach to support language learning and intercultural understanding. An interpretivist approach was taken, focusing on the perspectives of the teachers. According to the teachers, the exchange was successful to a degree in supporting students' learning in the areas of language, intercultural understanding and twenty-first-century skills, including digital literacies and technological skills, and helped teachers extend their pedagogical horizons. A number of challenges also arose. Analysis of interview data revealed that both the successes and challenges fell into four interrelated domains, which we have labelled structures, practices, capabilities and technologies. This article offers new insights into the exchange of multimodal digital stories as learning activities in the Australian–Chinese context and provides recommendations to guide educators in these four domains.
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