What Does Vygotsky Provide for the 21st-Century Language Arts Teacher?

Autor/in	Smagorinsky, Peter
Titel	What Does Vygotsky Provide for the 21st-Century Language Arts Teacher?
Quelle	In: Language Arts, 90 (2013) 3, S.192-204 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0360-9170
Schlagwörter	Learning Theories; Sociocultural Patterns; Role; Emotional Response; Teaching Methods; Speech Communication; Thinking Skills; Social Influences; Language Arts; Scaffolding (Teaching Technique); Teacher Student Relationship; Reading Fluency; Visual Aids; Reading Comprehension; Schemata (Cognition); Self Esteem; Child Development + Suchen Sie Ihr Suchwort? Learning theory; Lerntheorie; Soziokulturelle Theorie; Rollen; Emotionales Verhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Denkfähigkeit; Sozialer Einfluss; Sprachkultur; Teacher student relationships; Lehrer-Schüler-Beziehung; Anschauungsmaterial; Leseverstehen; Cognition; Schema; Kognition; Self-esteem; Selbstaufmerksamkeit; Kindesentwicklung
Abstract	L. S. Vygotsky, the psychologist and teacher from Byelorussia who became a central figure in Soviet psychological and educational circles in the 1920s and 1930s, has become a frequent citation in 21st-century scholarship. He is most-often invoked to support some form of instructional scaffolding, based on his idea of the zone of proximal development, which is actually a relatively minor contribution in his original work. In this essay, Smagorinsky reviews how Vygotsky's theory can more broadly inform our modern-day teaching, and he attends to Vygotsky's work in the areas of the use of speech as a tool for thinking, the role of emotion in thinking, the social nature of thinking, an emphasis on meaningful activity, and how the construct of the zone of proximal development can contribute to effective language arts instruction. (As Provided).
Anmerkungen	National Council of Teachers of English. 1111 West Kenyon Road, Urbana, IL 61801-1096. Tel: 877-369-6283; Tel: 217-328-3870; Web site: http://www.ncte.org/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10