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Journal articles on the topic 'Vygotskian theory'

Author: Grafiati

Published: 4 June 2021

Last updated: 9 February 2022

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1

Stone, Jake E. "A Vygotskian Commentary on the Reggio Emilia Approach." Contemporary Issues in Early Childhood 13, no. 4 (January 1, 2012): 276–89. http://dx.doi.org/10.2304/ciec.2012.13.4.276.

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This article provides a commentary on the Reggio Emilia approach from a Vygotskian perspective. In particular, the article considers how Vygotskian rationalism and Vygotsky's theory of concept development cohere with the Reggio Emilia approach. The article argues that these aspects of Vygotskian theory are applicable to, and can strengthen the practices of, schools influenced by the Reggio Emilia approach.

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Plut, Dijana, and Jelena Pesic. "Toward a Vygotskian theory of textbook." Psihologija 36, no. 4 (2003): 501–15. http://dx.doi.org/10.2298/psi0304501p.

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This is an attempt to place the problem of textbook theory into a new frame of reference provided by cultural-historical theory of development, using the idea about cultural-historical mediation of individual development and concept of CST as a basic analytical concepts. The new frame of reference introduces a new language on textbooks, opening a range of new research problems, while dealing with the old ones in a new and more complex way. Textbook is shifted from the usual pedagogic-didactic setting and placed in a more basic and cultural context. The paper is an attempt to bring the concept of cultural tools to a completely operational level, as well as to test the actual power of that concept by identifying CST in textbooks. Furthermore, this paper is an attempt elaborate the forms of social assistance that constitute the zone of proximal development, seen as the characteristics of joint activities of the child and a more competent participant (which is "hidden?, i.e., indirectly present, in this case). Vygotsky never specified the forms of social assistance, but rather gave general prescriptions (Moll, 1990), thus presenting one of the central theoretical and practical tasks for the followers of his ideas.

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Daniels, Harry. "The ‘Social’ in Post-Vygotskian Theory." Theory & Psychology 16, no. 1 (February 2006): 37–49. http://dx.doi.org/10.1177/0959354306060107.

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Schneider, Phyllis, and Ruth V. Watkins. "Applying Vygotskian Developmental Theory to Language Intervention." Language, Speech, and Hearing Services in Schools 27, no. 2 (April 1996): 157–70. http://dx.doi.org/10.1044/0161-1461.2702.157.

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The developmental theory of L.S. Vygotsky is one that is particularly well suited to clinical application. Vygotsky viewed social interaction as essential for the development of individual functioning. His theory is thus especially relevant to language intervention, in which clinicians attempt to influence children’s development through interaction. In this article, we present key notions from Vygotsky’s developmental theory and applications of this theory to assessment. We then discuss applications to language intervention in clinical settings using examples from intervention with a child who has language impairments.

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S. Mali, Nagina, and Smt Saraswati A. Kamble. "Curricular Engagement with Reference to Vygotski’s Thoughts." Jurnal Ilmiah LISKI (Lingkar Studi Komunikasi) 6, no. 1 (February 3, 2020): 1. http://dx.doi.org/10.25124/liski.v6i1.2517.

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Education helps to learner’s personal, social and academic development. Society is the community that provides positive environment to school where learner learns. It is universal expectation from learner that they should become active and make interaction with society. Nowadays, students are becoming active, creative and collaborative. But how learner learns is a valuable dimension of learner’s social development. Where learner is unable to learn individually, in that case there is need of peers, adults and assisted media that can promote and help in learning joyfully. Vygotski's thoughts are related to learner’s social development. His ZPD (Zone of Proximal Development) is a valuable contribution in education. He considers learner’s language, culture, intellectual level, peers, media and adult affects on learner’s development. Curricular Engagement is one of the Teaching-Learning approach that involves in learner’s social development. It is interactions between school, learner, society, teacher and media. Interaction builds knowledge, creates healthy relationship, leads to win-win approach and provides cultural environment. The similarities of Vygotski’s theory and Curricular Engagement both are emphasizes on interaction with peer, teacher, media and adult. In this conceptual paper researchers have explained how Vygotskian thoughts support to curricular engagement with multicultural, multilingual context.

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이현주. "Vygotskian Sociocultural Theory and Technology-mediated English Learning." EDUCATIONAL RESEARCH 47, no. ll (June 2010): 23–56. http://dx.doi.org/10.17253/swueri.2010.47..002.

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Miric, Jovan. "Allomorphic development: A major postulate of Vygotskian theory." Psihologija 36, no. 4 (2003): 437–50. http://dx.doi.org/10.2298/psi0304437m.

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The article stresses the importance of Vygotsky?s postulates on evolution and history for understanding his developmental theory, focusing especially on his thesis on the clear-cut replacement of evolution by history. That thesis shaped the general theoretical plane consisting of several opposing and almost mutually exclusive pairs of solutions, such as biology - culture, individual - collective, animal - human, evolution - history etc. Such general solutions offer too narrow a framework for elaborating a theory of ontogenesis. This is the background on which the true meaning of the postulate of allomorphic development is presented, along with an analysis of several more specific related theses. The article ends with a critical review of Vygotsky?s general postulates, pointing out to the ideological dimension of his developmental psychology.

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Daniels, Harry, and Ingrid Lunt. "Vygotskian Theory and Special Education Practice in Russia." Educational Studies 19, no. 1 (January 1993): 79–89. http://dx.doi.org/10.1080/0305569930190105.

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Kozulin, Alex. "The concept of regression and Vygotskian developmental theory." Developmental Review 10, no. 2 (June 1990): 218–38. http://dx.doi.org/10.1016/0273-2297(90)90011-r.

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Channa, Liaquat A., Daniel Gilhooly, Charles A. Lynn, Syed A. Manan, and Niaz Hussain Soomro. "Friend or foe? First language (L1) in second/foreign language (L2/FL) instruction & Vygotsky." Journal of Language and Cultural Education 5, no. 2 (May 24, 2017): 25–39. http://dx.doi.org/10.1515/jolace-2017-0016.

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Abstract This theoretical review paper investigates the role of first language (L1) in the mainstream scholarship of second/foreign (L2/FL) language education in the context of language learning, teaching, and bilingual education. The term ‘mainstream’ refers here to the scholarship that is not informed by sociocultural theory in general and Vygotskian sociocultural theory in particular. The paper later explains a Vygotskian perspective on the use of L1 in L2/FL language education and discusses how the perspective may help content teachers in (a) employing L1 in teaching L2/FL content and (b) helping L2/FL students to become self-regulative users of the target language.

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Koshmanova, Tetyana S. "Vygotskian Scholars: Visions and Implementation of Cultural-Historical Theory." Journal of Russian & East European Psychology 45, no. 2 (April 2007): 61–95. http://dx.doi.org/10.2753/rpo1061-0405450202.

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Anh, Dang Thi Kim, and Simon Marginson. "Global learning through the lens of Vygotskian sociocultural theory." Critical Studies in Education 54, no. 2 (June 2013): 143–59. http://dx.doi.org/10.1080/17508487.2012.722557.

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van der Riet, Mary. "Diagramming as Mediational Means: Vygotskian Theory and Participatory Research." South African Journal of Psychology 38, no. 3 (September 2008): 455–65. http://dx.doi.org/10.1177/008124630803800301.

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Steele, Diana F. "Using Sociocultural Theory to Teach Mathematics: A Vygotskian Perspective." School Science and Mathematics 101, no. 8 (December 2001): 404–16. http://dx.doi.org/10.1111/j.1949-8594.2001.tb17876.x.

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Swain, Merrill, and Sharon Lapkin. "A Vygotskian sociocultural perspective on immersion education." Journal of Immersion and Content-Based Language Education 1, no. 1 (March 6, 2013): 101–29. http://dx.doi.org/10.1075/jicb.1.1.05swa.

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An enduring issue in immersion education focuses on the appropriate use of the L1 in the one-way or two-way immersion classroom. In this article we discuss several key constructs (mediation, languaging, the cognition/emotion relationship, zone of proximal development) that are central to a Vygotskian sociocultural theory of mind perspective on second language learning and teaching. Each discussion of a theoretical construct is followed by a review of one or more key research studies from one-way or two-way immersion contexts whose findings we highlight or re-interpret in light of Vygotsky’s insights. The theory and research yield three important guiding principles with the goal of helping educators to make decisions about their language use choices in the immersion classroom.

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Veggetti, M. S. "Cultural-historical psychology and the activity approach in the studies of modern education: сomments." Cultural-Historical Psychology 13, no. 1 (2017): 37–43. http://dx.doi.org/10.17759/chp.2017130103.

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With reference to the Presentation of the colleague Lucisano of the Sapienza University, the author stresses the still great meaning of the KIP by Vygotskij for a correct understanding of today’s needs for education and instruction in Europe. Expecially the further analysis and deepening of KIP by Davydov predisposes a full understanding of the learning activity as a way not for competing, but for attaining a general growth of the entire human personality. The project for a new Programme on “Historical cultural psychology and Activity Theory Approach in Instruction”, existing in Moscow at the Psycho-pedagogical University and cared for by a team of Vygotskian followers engaged in the realizing of it, demonstrates the strong potential connection between the KIP theory and the social needs of present-day society. Moreover, a new historical-cultural school was projected and will be opened in Russia.

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van Kleeck, Anne. "Vygotskian Theory and Case Study Design: A Fit of Theory and Methodology." Perspectives on Language Learning and Education 4, no. 1 (April 1997): 32–34. http://dx.doi.org/10.1044/lle4.1.32.

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김태영 and 김윤경. "Reconceptualizing L2 Learning Demotivation from a Vygotskian Activity Theory Perspective." English Teaching 68, no. 4 (December 2013): 141–63. http://dx.doi.org/10.15858/engtea.68.4.201312.141.

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Schmittau, Jean. "Vygotskian theory and mathematics education: Resolving the conceptual-procedural dichotomy." European Journal of Psychology of Education 19, no. 1 (March 2004): 19–43. http://dx.doi.org/10.1007/bf03173235.

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Nardo, Aline. "Exploring a Vygotskian Theory of Education and Its Evolutionary Foundations." Educational Theory 71, no. 3 (June 2021): 331–52. http://dx.doi.org/10.1111/edth.12485.

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Diaz, Rafael M., and Laura E. Berk. "A Vygotskian critique of self-instructional training." Development and Psychopathology 7, no. 2 (1995): 369–92. http://dx.doi.org/10.1017/s0954579400006568.

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AbstractSelf-instructional training, a widely used intervention for treating the learning and behavioral difficulties of impulsive, attention deficit-hyperactivity disordered, and learning disabled children, has repeatedly failed to promote self-control or improve academic performance. In light of this failure, we critically examine four assumptions underlying self-instructional training: (a) children with learning and behavior problems show a lack and/or deficient use of self-regulatory private speech; (b) modeling of self-verbalizations will increase children's spontaneous production of private speech; (c) speech and action are intrinsically coordinated; and (d) internalization refers to subvocalization of private speech. We argue that self-instructional training interventions need to be thoroughly grounded in Soviet developmental theory of verbal self-regulation and in systematic research on the social origins and development of children's private speech. A new research agenda is suggested.

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Zhuravlev, Ignatiy V. "Vygotsky, Ilyenkov and the Problem of Correlation Between Thought and Word." Journal of Psycholinguistic, no. 2 (June 30, 2021): 130–43. http://dx.doi.org/10.30982/2077-5911-2021-48-2-130-143.

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The article deals with the key provisions of Vygotskian theory of historical development of mind and discusses the problem of the relationship between thought and word as a key problem of psycholinguistics. The main methodological principle of Vygotskian theory is the principle of monism. All higher mental functions are characterized by social origin and unified structure, in which the “defining whole” is the sign. The history of human mind can be represented as the natural history of signs. Vygotskian theory is not “word-centered”, since it is his developments that allow us to interpret the word not only as the crown of the development and the unity of communication and generalization, but also as a transformed form of activity. The problem of the relationship between thought and word is a psycholinguistic projection of the body-mind problem, the methodologically correct solution of which should be based on the “image – process” opposition introduced by A.N. Leontiev. This opposition is one of the main postulates of psycholinguistics. A sign is always a “semitransparent” object, which in some cases tends to complete “evaporation” (and then its functional being comes to the fore), and in others – acquires “density” (and then its content is obscured by its object characteristics). The interiorization of a sign is the evaporation of its object properties; the “inner” sign is a sign that appears in its functional being. The path “from thought to word” is the formation of thought, the “living drama”, the life of thought within the word.

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Smolucha, Larry W., and Francine C. Smolucha. "Vygotskian theory: An emerging paradigm with implications for a synergistic psychology." Creativity Research Journal 5, no. 1 (January 1992): 87–97. http://dx.doi.org/10.1080/10400419209534425.

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Eun, Barohny. "A Vygotskian theory‐based professional development: implications for culturally diverse classrooms." Professional Development in Education 37, no. 3 (July 2011): 319–33. http://dx.doi.org/10.1080/19415257.2010.527761.

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Hellermann, John, and David Olsher. "Colloquium – Toward a Reconceptualization of ‘Language’ and ‘Acquisition’ in SLA Research." Language Teaching 43, no. 2 (March 3, 2010): 235–38. http://dx.doi.org/10.1017/s0261444809990401.

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Held at the American Association for Applied Linguistics Annual Conference, Denver, CO, USA; 21 March 2009.This all-day colloquium was part of an ongoing discussion of ways that methods and frameworks from micro-ethnography, Conversation Analysis (CA), and Vygotskian Sociocultural Theory are re-specifying ‘language’ and ‘acquisition’ from a socio-interactional view of SLA.

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Schinke-Llano, Linda. "On the Value of a Vygotskian Framework for SLA Theory and Research." Language Learning 43, no. 1 (March 1993): 121–29. http://dx.doi.org/10.1111/j.1467-1770.1993.tb00175.x.

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Theiner, Georg, and Chris Drain. "What’s the Matter with cognition? A ‘Vygotskian’ perspective on material engagement theory." Phenomenology and the Cognitive Sciences 16, no. 5 (September 14, 2016): 837–62. http://dx.doi.org/10.1007/s11097-016-9482-y.

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Poehner, Matthew E., Rémi A. van Compernolle, Olga Esteve, and James P. Lantolf. "A Vygotskian Developmental Approach to Second Language Education." Journal of Cognitive Education and Psychology 17, no. 3 (October 1, 2018): 238–59. http://dx.doi.org/10.1891/1945-8959.17.3.238.

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This article considers the pedagogical research informed by the writings of L. S. Vygotsky concerned with the teaching and learning of languages beyond the first (L2). Following a brief overview of developments in the application of Vygotskian theory to explicating processes of L2 development in instructional settings, we consider more recent scholarship that has employed the theory as a principled basis for reconceptualizing L2 education. Three lines of research are brought into focus: Concept-Based Instruction (CBI), Dynamic Assessment (DA), and a Vygotskian approach to the preparation of L2 teachers. This work follows the distinctions that have been proposed between, on the one hand, cognitive and meta-cognitive mediation (Karpov & Haywood, 1998), and on the other hand symbolic and human mediation (Kozulin, 2003), and brings these together in a coherent manner to support learner L2 development. Specifically, cognitive mediation through symbolic means centers on the importance of high-quality conceptual knowledge relating to the object of educative activity (e.g., vocabulary, grammar, reading, and writing), while meta-cognitive mediation through human interaction stresses the quality of cooperative engagement among teachers and students. Cognitive mediation is brought to the fore in L2 CBI work, which has been strongly influenced by the teaching–learning experiments conceived by Piotr Gal'perin (1967) in his efforts to uncover processes involved in internalization (see Talyzina, 1981). Beginning with Negueruela's (2003) longitudinal L2 CBI project, this framework has attracted considerable attention among L2 researchers and has led to numerous projects involving a range of different languages. We give particular attention to uses of CBI concerned with pragmatics of language use (e.g., van Compernolle, 2014)as this work involves the integration of features of language during communicative activity. The meta-cognitive component of language instruction is emphasized in DA as a tester/teacher (or mediator) engages cooperatively with learners when they encounter tasks beyond their independent ability. DA draws specifically on the Zone of Proximal Development (Vygotsky, 1978), according to which the quality of support learners require to identify and overcome problems indicates the extent of their emerging capabilities. Thus, DA offers a diagnosis of the full range of development, including abilities that have fully formed and those that are just “ripening” (Vygotsky, 1986). Early research on L2 DA examined dialogic mediation during dyadic interaction (Poehner, 2007, 2008). Subsequent work has extended L2 DA to group and whole-class formats (Poehner, 2009; van Compernolle & Williams, 2012) as well as computerized testing (Leontjev, 2016). Finally, we turn to the preparation of L2 teachers, where significant advances are being made that build upon both cognitive and meta-cognitive mediation to reorient (student) teachers to teaching–learning activity by beginning with their existing knowledge and experiences and moving beyond them through the introduction of theoretical concepts and principles of developmental education (Esteve, 2018; Johnson & Golombek, 2016).

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Yoon, Seung Won, and Alexandre Ardichvili. "Situated Learning and Activity Theory-based Approach to Designing Integrated Knowledge and Learning Management Systems." International Journal of Knowledge Management 6, no. 4 (October 2010): 47–59. http://dx.doi.org/10.4018/jkm.2010100103.

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Current Knowledge Management (KM) design approaches recognize the importance of integrating codification, personalization, and collaboration strategies. Incorporating various database systems, search functions, managerial support, performance appraisal, personalized widgets, and case summaries into seamless functions are exemplary efforts. However, KM is rarely integrated with organizational learning and development systems. In this article, the authors use concepts from the situated learning literature, Vygotskian cultural-historical theory of cognition, and a holistic learning and performance architecture to signify the integration of KM and organizational learning systems.

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Maidansky, A. D. "The “Revisionist Revolution” and Future Prospects of Vygotskian Studies." Cultural-Historical Psychology 17, no. 2 (2021): 23–28. http://dx.doi.org/10.17759/chp.2021170202.

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This article provides critical analysis of A. Yasnitsky’s project of “Cultural-Historical Gestalt Psychology.” He uses this term to describe Vygotsky’s biggest discovery and the future of Vygotsky studies. Yasnitsky discards the activity approach to studying the human mind and reduces the social nature of personality to an “aspect” that did not receive serious elaboration in Vygotsky’s works. In the present article, it is argued that the prospect of the development of cultural-historical theory consists in elaborating on Vygotsky’s project of “height / acmeist psychology.” Its subject matter is “the reverse movement from consciousness to life,” as Vygotsky put it. The purpose of height psychology is to help humans master their affects by means of concepts. This science realizes “the motion toward freedom — toward a life guided by reason.”

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Bonhomme Manriquez, Alfonso André. "La teoría vygotskyana de los afectos ante al capitalismo emocional en la escuela." Interdisciplinaria Revista de Psicología y Ciencias Afines 38, no. 1 (September 22, 2020): 85–100. http://dx.doi.org/10.16888/interd.2021.38.1.6.

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En la actualidad han cobrado relevancia los discursos sobre la importancia de atender la dimensión emocional en la escuela. Sin embargo, la conceptualización de las emociones en la escuela no le permite a esta desempeñar su rol transformador, confundiendo el papel de docentes y establecimientos y cayendo en determinismos que conllevan a la estigmatización del estudiante y/o su entorno. El presente artículo tiene como objetivo, por un lado, problematizar sobre las conceptualizaciones vigentes acerca de las emociones y su desarrollo, tomando en cuenta una investigación previa. Luego, se propone la revisión teórica de los principales conceptos de L.S. Vygotsky para entender las emociones y su desarrollo. La tesis principal es que las emociones se desarrollan siguiendo la misma lógica que Vygotsky define para el resto de los procesos psíquicos superiores, y que urge una teoría de las emociones que permita dar respuesta a las necesidades y problemas que tiene hoy la escuela.

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Kiraly, Donald C. "Beyond social constructivism: Complexity theory and translator education." Translation and Interpreting Studies 1, no. 1 (January 1, 2006): 68–86. http://dx.doi.org/10.1075/tis.1.1.05kir.

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Evidence from several translation market surveys suggests that many students of translation may not be receiving adequate training, particularly in the personal and inter-personal skills that they will need upon graduation in the rapidly changing field of language mediation. This article investigates the multi-cluster na-ture of ‘translator competence’ and its implications for a multi-facetted approach to translator education. In drawing upon recent work involving the application of com-plexity theory to educational issues, the article moves beyond neo-Vygotskian social constructivism as the key guiding principle for translator education. Complexity the-ory is used to show how a principled combination of transmissionist, transactional and transformational teaching approaches might be more effective than any one approach alone.

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Johnson, Christine M. "The Vygotskian advantage in cognitive modeling: Participation precedes and thus prefigures understanding." Behavioral and Brain Sciences 25, no. 5 (October 2002): 628–29. http://dx.doi.org/10.1017/s0140525x02300116.

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Shanker & King's (S&K's) proposal is consistent with a Vygotskian model of development which assumes that cognition is first social and visible, and only later internalized and invisible. Rather than slipping into positing “epistemic operators” like understand or intend as generative of behavior during language learning or theory of mind tasks, this approach profits from keeping its focus on charting the ontogeny of embodied interactions.

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Justice, Laura M. "Vygotskian Theory and Its Application to Assessment: An Overview for Speech-Language Pathologists." Contemporary Issues in Communication Science and Disorders 26, Fall (October 1999): 111–18. http://dx.doi.org/10.1044/cicsd_26_f_111.

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Van Der Veer, R. "Vygotsky's Developmental Psychology." Psychological Reports 59, no. 2 (October 1986): 527–36. http://dx.doi.org/10.2466/pr0.1986.59.2.527.

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Contemporary child psychologists make increasing use of ideas formulated by the Soviet psychologist Lev S. Vygotsky. Only part of his work, however, has been Translated into English. This makes our impression of Vygotsky's developmental psychology incomplete. The present paper seeks to provide additional relevant information, as yet unknown in Anglosaxon countries. The purpose is to complete our knowledge of Vygotskian ideas and to show that part of his theory is still relevant to present research in developmental psychology.

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BRÅTEN, IVAR. "Vygotsky as Precursor to Metacognitive Theory: III. Recent Metacognitive Research within a Vygotskian Framework." Scandinavian Journal of Educational Research 36, no. 1 (January 1992): 3–19. http://dx.doi.org/10.1080/0031383920360101.

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Fernyhough, Charles. "Getting Vygotskian about theory of mind: Mediation, dialogue, and the development of social understanding." Developmental Review 28, no. 2 (June 2008): 225–62. http://dx.doi.org/10.1016/j.dr.2007.03.001.

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Karimi-Aghdam, Saeed. "Rethinking Vygotskian Cultural-Historical Theory in Light of Pepperian Root Metaphor Theory: Dynamic Interplay of Organicism and Contextualism." Human Development 59, no. 5 (2016): 251–82. http://dx.doi.org/10.1159/000452719.

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Rahmatirad, Mahbobeh. "A Review of Socio-Cultural Theory." SIASAT 4, no. 3 (July 8, 2020): 23–31. http://dx.doi.org/10.33258/siasat.v4i3.66.

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The purpose of this study is to explore Vygotsky’s contribution to the socio-cultural theory in the field of education in general. Socio-Cultural Theory, based on Vygotskian thought, is a theory about the development of human cognitive and higher mental function. The theory specially emphasizes the integration of social, cultural and biological elements in learning processes and stresses the socio-cultural circumstances’ central role in human’s cognitive development. The study aims to elaborate the impact of social-cultural theory in the leaning. The study also reviews implications and applications of socio-cultural theory in second language acquisition. Moreover, this study also critiques the strong points and weakness points of this theory. There are a number of language learning theories which are introduced by researchers in second language research. These theories are based on research and observation in the field of language learning. B. F Skinner’s theory of behaviorism, Chomsky’s theory of Universal Grammar, Krashen’s five Hypotheses, connectionism and Vygotsky’s socio-cultural theory have changed people’ mind of language learning.

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Rahmatirad, Mahbobeh. "A Review of Socio-Cultural Theory." SIASAT 5, no. 3 (July 8, 2020): 23–31. http://dx.doi.org/10.33258/siasat.v5i3.66.

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The purpose of this study is to explore Vygotsky’s contribution to the socio-cultural theory in the field of education in general. Socio-Cultural Theory, based on Vygotskian thought, is a theory about the development of human cognitive and higher mental function. The theory specially emphasizes the integration of social, cultural and biological elements in learning processes and stresses the socio-cultural circumstances’ central role in human’s cognitive development. The study aims to elaborate the impact of social-cultural theory in the leaning. The study also reviews implications and applications of socio-cultural theory in second language acquisition. Moreover, this study also critiques the strong points and weakness points of this theory. There are a number of language learning theories which are introduced by researchers in second language research. These theories are based on research and observation in the field of language learning. B. F Skinner’s theory of behaviorism, Chomsky’s theory of Universal Grammar, Krashen’s five Hypotheses, connectionism and Vygotsky’s socio-cultural theory have changed people’ mind of language learning.

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Das, Kaushik. "Realistic Mathematics & Vygotsky’s Theories in Mathematics Education." Shanlax International Journal of Education 9, no. 1 (December 1, 2020): 104–8. http://dx.doi.org/10.34293/education.v9i1.3346.

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Mathematics education is not mathematics, it makes a basic use of highly specialized kinds of mathematical knowledge. The modern world feels a crisis of proper mathematics education in any nation. Realistic Mathematics Education is a domain-specific instruction theory for mathematics. This paper introduces realistic mathematics education (RME) and Vygotskian impacts on mathematics education for learning mathematics. This article describes the development of teaching-learning mathematics & learning theories from a socio-cultural perspective. The methodology of the study is based on qualitative type.

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Hogg, Linda, and Monique Volman. "Funds of identity." New Zealand Annual Review of Education 26 (July 1, 2021): 175–83. http://dx.doi.org/10.26686/nzaroe.v26.6933.

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This paper provides an overview of the funds of identity (FoI) concept, theoretical framework, and applications, with a focus on its theoretical origins and application in education. Funds of identity (FoI) theory aims to complement the funds of knowledge (FoK) conceptual framework that draws attention to knowledge and competencies of minoritised students. Funds of identity theory is distinctive because of its focus on funds that are defined as significant by students themselves. Grounded in Vygotskian perspectives on identity, funds of identity scholarship offers a conceptual framework and concrete methods for the enactment of education that is personally meaningful. The paper concludes by exploring the relevance of FoI theory within the New Zealand setting, especially to support social justice for Māori learners.

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Lantolf, James P., and Tracy G. Beckett. "Sociocultural theory and second language acquisition." Language Teaching 42, no. 4 (October 2009): 459–75. http://dx.doi.org/10.1017/s0261444809990048.

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Second language acquisition (SLA) research informed by sociocultural theory (henceforth, SCT) began in earnest with the publication of Frawley & Lantolf's (1985) article on L2 (second language) discourse (described in the timeline proper). Since then, well over 300 journal articles, book chapters and doctoral dissertations have appeared in the research literature. Although the term ‘sociocultural’ is often applied to a wide array of approaches to research that seeks to understand what it means to be a human being, in the present timeline, we restrict its interpretation to refer to the specific theory of psychological development proposed by Vygotsky (1986). Other approaches that have appropriated the term, such as those emanating from the writings of Bakhtin (1981), while compatible in many respects with Vygotskian theory, have a different focus and are not strictly speaking psychological or psycholinguistic theories. To be sure, Vygotsky rarely used the term ‘sociocultural’, preferring instead ‘cultural psychology’ or ‘cultural-historical psychology’ to refer to his theory. Wertsch (1985) is generally credited with having coined the term ‘sociocultural’ as a way of capturing the notion that human mental functioning results from participation in, and appropriation of, the forms of cultural mediation integrated into social activities.

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Letto, Marcella, Jan Bedrosian, and Elizabeth Skarakis-Doyle. "Application of Vygotskian developmental theory to language acquisition in a young child with cerebral palsy." Augmentative and Alternative Communication 10, no. 3 (January 1994): 151–60. http://dx.doi.org/10.1080/07434619412331276860.

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Miskovic, Maja, and Elena Lyutykh. "In Search of Pedagogies for Teaching Qualitative Research Online: A Vygotskian Approach." International Research in Higher Education 2, no. 3 (July 27, 2017): 60. http://dx.doi.org/10.5430/irhe.v2n3p60.

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Little has been said on how to teach qualitative research in general and more recently on how to do so in online courses. Drawing on the cultural-historical theory of Lev Vygotsky and his followers, we engage with theoretical tenets that inform a design of an online qualitative research course in a private liberal arts university in the United States with large enrollments of doctoral students in leadership studies. Though examination of constructivist approaches to online education that are integrated within our classroom practices, we highlight unique challenges of teaching qualitative research online and offer insights to inform instructors of similar courses with intent to continue an important conversation about complexities of teaching qualitative research.

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Falcão, Jorge Tarcísio Da Rocha, and Izabel Hazin. "Heuristic Value of Eclecticism in Theory Development: The Case of Piagetian-Vygotskian dialogue about Proportional Reasoning." Integrative Psychological and Behavioral Science 46, no. 1 (November 15, 2011): 32–38. http://dx.doi.org/10.1007/s12124-011-9188-1.

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Manning, Brenda H., and Beverly D. Payne. "A Vygotskian-based theory of teacher cognition: Toward the acquisition of mental reflection and self-regulation." Teaching and Teacher Education 9, no. 4 (August 1993): 361–71. http://dx.doi.org/10.1016/0742-051x(93)90003-y.

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Cingel, Drew P., Ellen Wartella, and Marina Krcmar. "The Role of Adolescent Development in Social Networking Site Use: Theory and Evidence." Journal of Youth Development 9, no. 1 (March 1, 2014): 29–40. http://dx.doi.org/10.5195/jyd.2014.70.

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Using survey data collected from 260 children, adolescents, and young adults between the ages of 9 and 26, this paper offers evidence for a relationship between social networking site use and Imaginary Audience, a developmental variable in which adolescents believe others are thinking about them at all times. Specifically, after controlling for a number of variables, results indicate a significant, positive relationship between social networking site use and Imaginary Audience ideation. Additionally, results indicate a positive relationship between Imaginary Audience ideation and Facebook customization practices. Together, these findings provide evidence, based on Vygotskian developmental theory, for a general consideration of the role that currently available tools, in this case social networking sites, can have on development. Thus, findings implicate both the role of development on social networking site use, as well as the role of social networking site use on development. Overall, these findings have important implications for the study of media and human development, which are discussed in detail.

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Connery, M. Cathrene, and Vera John-Steiner. "The Power of Imagination: Constructing Innovative Classrooms Through a Cultural-Historical Approach to Creative Education." LEARNing Landscapes 6, no. 1 (June 1, 2012): 129–54. http://dx.doi.org/10.36510/learnland.v6i1.579.

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All children have a need for and a right to educational programs that foster their creative ingenuity. This article presents a cultural-historical approach to creative education (CHACE) to cultivate K-5 students’ higher order thinking, critical inquiries, and imaginative proficiencies. The text illustrates the application of Vygotskian theory in elementary, bilingual classrooms where interdisciplinary, collaborative, and apprentice initiatives in the arts, humanities, and sciences facilitate the acquisition of literacy, numeracy, and content knowledge. Relationship, affect, and cognitive pluralism are discussed as theoretical cornerstones in a system of activities to nurture children’s novel interpretations, enhanced understandings, imaginative problem solving, critical innovations, and artistic creations within a supportive teaching-learning community

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Cross, Russell. "A sociocultural framework for language policy and planning." Language Problems and Language Planning 33, no. 1 (April 27, 2009): 22–42. http://dx.doi.org/10.1075/lplp.33.1.02cro.

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Since the early 1990s, language policy and planning (LPP) has undergone significant theoretical shifts in how it understands policy, concurrent with corresponding shifts in understandings of language, and particularly language use, more broadly. This paper draws on recent developments within linguistics that understand language from the perspective of Vygotskian sociocultural theory, and the role of language and other sociocultural artefacts in the mediation of human activity and social practice. The purpose of this discussion is to consider the potential of sociocultural theory as the basis for a broader meta-theoretical framework to understand the interrelationship between macro and micro analyses of policy and practice within LPP. The paper concludes with a consideration of the issues this raises for methodology in the study of LPP, as well as the implications for the practice of LPP itself.

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