A Vygotskian Approach to Heterogeneous Communication and Multi/cultural Literacy

Commentary on David Kellogg's “Taking Uptaking Up, or, a Deconstructionist ‘Ontology of Difference’ and a Developmental One”

Bibliographic Data

ID12428583
AuthorsSungwon Hwang (0000-0003-0744-3931, Nanyang Technological University, corresponding author)
Year2009
Volume16
Issue2
Pages191-197
Publication date2009-03-24
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueMind Culture and Activity (JOURNAL)
Journal identifiersISSN: 1074-9039 • E-ISSN: 1532-7884
PublisherTaylor & Francis (PUBLISHER • GB)
DOI10.1080/10749030802590614
OpenAlexW1970094785
LanguageEN
References cited3

In this commentary, I review Kellogg's comments on a recent editorial in the journal Mind, Culture, and Activity (Roth, 2008 Roth, W.-M. 2008. Realizing Marx's ontology of difference. Mind, Culture, and Activity, 15: 87–92. [Taylor & Francis Online] , [Google Scholar]). Concerning Kellogg's code-switching model for learning language, I present and exemplify a dialectic problem of multi/cultural literacy: the first articulation that crosses the boundaries of cultures and languages presupposes the heterogeneous Self and culture/ language in which the boundaries are already problematized. I take a Vygotskian approach and articulate that the heterogeneous nature of communicative performances constitutes the central aspect for this dialectic constitution of multi/cultural literacy. Therefore, I comment that ontology of difference constitutes the theoretical framework that explains development

Articulation (sociology · Code (set theory · Constitution · Dialectic · Epistemology · Linguistics · Literacy · Ontology · Pedagogy · Programming language · Set (abstract data type · Sociology · Zone of proximal development · Computer Science · Innovative Education and Learning Practices · Innovative Teaching and Learning Methods · Law · Philosophy · Second Language Learning and Teaching

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