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A story without SELF

A story without SELF : Vygotsky’s pedology, Bruner’s constructivism and Halliday’s construalism in understanding narratives by Korean children

 Han, Hee Jeung.
 Taylor & Francis Group, 2019.
 UK : p. 445-468 ; 26 cm. English ISSN: 07908318
Phương pháp giáo dụcVygotskyKoreanConstructivismTrẻ emHallidayFirst grade narrativesBruner+ 1 từ khóa
Tác giả CN Han, Hee Jeung.
Nhan đề 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.
Thông tin xuất bản UK : Taylor & Francis Group, 2019.
Mô tả vật lý p. 445-468 ; 26 cm.
Tóm tắt 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.
Thuật ngữ chủ đề Phương pháp giáo dục-Hàn Quốc
Từ khóa tự do Vygotsky
Từ khóa tự do Korean
Từ khóa tự do Constructivism
Từ khóa tự do Phương pháp giáo dục
Từ khóa tự do Trẻ em
Từ khóa tự do Halliday
Từ khóa tự do First grade narratives
Từ khóa tự do Bruner
Từ khóa tự do Hàn Quốc
Tác giả(bs) CN Kellogg, David
Nguồn trích Language and Education- Vol.33, No 6/2019
MARC
Hiển thị đầy đủ trường & trường con
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520[ ] |a 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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