A Story without Self: Vygotsky's Pedology, Bruner's Constructivism and Halliday's Construalism in Understanding Narratives by Korean Children

Autor/inn/en	Jeung, Han Hee; Kellogg, David
Titel	A Story without Self: Vygotsky's Pedology, Bruner's Constructivism and Halliday's Construalism in Understanding Narratives by Korean Children
Quelle	In: Language and Education, 33 (2019) 6, S.506-520 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kellogg, David)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0782
DOI	10.1080/09500782.2019.1582663
Schlagwörter	Constructivism (Learning); Figurative Language; Korean; Language Acquisition; Phrase Structure; Form Classes (Languages); Learning Processes; Learning Theories; Educational Philosophy; Child Development; Grade 1; Elementary School Students; Foreign Countries; Teaching Methods; Teacher Student Relationship; Structural Analysis (Linguistics); Grammar; South Korea (Seoul) + Suchen Sie Ihr Suchwort? Koreanisch; Sprachaneignung; Spracherwerb; Phrasenstruktur; Analytischer Sprachbau; Learning process; Lernprozess; Learning theory; Lerntheorie; Bildungsphilosophie; Erziehungsphilosophie; Kindesentwicklung; School year 01; 1. Schuljahr; Schuljahr 01; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Teacher student relationships; Lehrer-Schüler-Beziehung; Structural analysis; Strukturanalyse; Grammatik
Abstract	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. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01