Beneath Higher Ground
Vygotsky, Volosinov, and an Archaeology of Reported Speech in Primary EFL Writing
Bibliographic Data
| ID | 20403690 |
|---|---|
| Authors | Jungran Yi (Seoul National University of Education), David Kellogg (0000-0001-6726-1115) |
| Year | 2006 |
| Volume | 15 |
| Issue | 1 |
| Pages | 38-52 |
| Publication date | 2006-02-15 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Language Awareness (JOURNAL) |
| Journal identifiers | ISSN: 0965-8416 • E-ISSN: 1747-7565 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/09658410608668848 |
| OpenAlex | W2133602056 |
| Language | EN |
| Citations received | 2 |
| References cited | 13 |
This study is a modest attempt to use three Korean primary school children and their English diaries as go-betweens to mediate in an apparent dispute between the founding fathers of socio-cultural theory about the nature of language and language awareness. According to Bruner, Vygotsky holds that mediation by others and self-mediation of written language by spoken language leads the child to cognitive ‘higher ground’ (Bruner, 1986: 148). But according to Nystrand, Bakhtin and Volosinov consider that any degree of removal from the concrete utterance spoken in context confers only abstraction and saps the utterance of meaning (Nystrand et al., 1997: 94). By studying the development of reported speech as direct and then indirect recorded speech in children’s writing, we see how a child’s utterances consciously acknowledge and incorporate utterances by others. The result is indeed higher cognitive ground, but this resulting cognitive complexity is only realised when it once more becomes a concrete utterance in context. The ‘higher ground’ to which the child moves, then, is not simply an elevated level of abstraction, but a heightened view of the audience
Cognition · Common ground · Linguistics · Mediation · Sociology · Utterance · Communication · Discourse Analysis in Language Studies · EFL/ESL Teaching and Learning · History · Multilingual Education and Policy · Philosophy · Psychology
Teaching language as communication
The Study of Second Language Acquisition
Vygotsky and Education
Actual Minds, Possible Worlds
Student Writing as 'Academic Literacies'
Speech Genres and Other Late Essays
Bottom-up or Top-down Processing as a Discriminator of L2 Listening Performance
Schema Theory and ESL Reading Pedagogy
Classroom discourse analysis
| Citations per year | 0.11 |
|---|---|
| Citation span | 2007 - 2015 (9) |
| Highly cited | No |