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Bringing Vygotsky and Bakhtin into the Second Language Classroom: A Focus on the Unfinalized Nature of Communication

Year 2016, Volume: 6 Issue: 1, 114 - 125, 14.07.2016

Abstract

Human development theories have influenced diverse areas of instruction, including second language teaching and learning. Acknowledging the importance of the bidirectional influences between theory and practice, the present paper grounds second language learning within the theories of Vygotsky and Bakhtin as they pertain to linguistic development. Both Vygotsky and Bakhtin endorsed a communication-based language learning based on their social primacy view of development. In addition, both theorists emphasized the dialogical nature of language and consciousness. This worldview allowed them to expand the scope of context to include multiple participants and perspectives in creating and understanding the meaning of any linguistic construction. The role of the teacher as a human mediator is emphasized in guiding the language learning process in the second language classroom with special attention to the instruction of pragmatic competence.

References

  • Bakhtin, M. M. (1981). The dialogic imagination (M. Holquist, Ed.; C. Emerson & M. Holquist, Trans). Austin: University of Texas Press.
  • Bakhtin, M. M. (1986). Speech genres and other late essays (C. Emerson & M. Holquist, Eds.; V. McGee, Trans.). Austin: University of Texas Press.
  • Bakhtin, M. M. (1990a). Art and answerability (M. Holquist & V. Liapunov, Eds.; V. Liapunov, Trans.). Austin: University of Texas Press.
  • Bakhtin, M. M. (1990b). Author and hero in aesthetic activity (V. Liapunov, Trans.). In M. Holquist & V. Liapunov (Eds.), Art and answerability (pp. 4-256). Austin: University of Texas Press.
  • Bakhurst, D. (2007). Vygotsky’s demons. In H. Daniels, M. Cole, & J. V. Wertsch (Eds.), The Cambridge companion to Vygotsky (pp. 50-76). New York: Cambridge University Press.
  • Bernstein, M. A. (1989). The poetics of ressentiment. In G. S. Morson & C. Emerson (Eds.) Rethinking Bakhtin: Extensions and challenges (pp. 197-223). Evanston, IL: Northwestern University Press.
  • Bruner, J. (1986). Actual minds, possible worlds. Cambridge, MA: Harvard University Press.
  • Cheyne, J. A., & Tarulli, D. (1999). Dialogue, difference and voice in the zone of proximal development. Theory and Psychology, 9(1), 5-28.
  • Clark, K., & Holquist, M. (1984). Mikhail Bakhtin. Cambridge, MA: Harvard University Press.
  • Cox, B. D., Lightfoot, C. (1997). Sociogenetic perspectives on internalization. Mahwah, NJ: Lawrence Erlbaum Associates.
  • Daniels, H. (2001). Vygotsky and pedagogy. New York: Routledge/Falmer.
  • Donato, R. (1994). Collective scaffolding in second language learning. In J. P. Lantolf & G. Appel (Eds.), Vygotskian approaches to second language research (pp. 33-56). Norwood, NJ: Ablex Publishing Corporation.
  • Ellis, R. (1985). Understanding second language acquisition. Oxford: Oxford University Press.
  • Emerson, C. (1989). The Tolstoy connection in Bakhtin. In G. S. Morson & C. Emerson (Eds.) Rethinking Bakhtin: Extensions and challenges (pp. 149-170). Evanston, IL: Northwestern University Press.
  • Eun, B. (2008). Making connections: Grounding professional development in the developmental theories of Vygotsky. The Teacher Educator, 43(2), 134-155.
  • Eun, B., Knotek, S. E., & Heining-Boynton, A. L. (2008). Reconceptualizing the zone of proximal development: The importance of the third voice. Educational Psychology Review, 43(2), 133-147.
  • Eun, B., & Lim, H-S. (2009). A sociocultural view of language learning: The importance of meaning-based instruction. TESL Canada Journal, 27(1), 12-26.
  • Fogel, A. (1989). Coerced speech and the Oedipus Dialogue Comples. In G. S. Morson & C. Emerson (Eds.) Rethinking Bakhtin: Extensions and challenges (pp. 173-196). Evanston, IL: Northwestern University Press.
  • Greenfield, P. M. (1984). A theory of the teacher in the learning activities of everyday life. In B. Rogoff & J. Lave (Eds.), Everyday cognition: Its development in social context (pp. 117-138). Cambridge, MA: Harvard University Press.
  • Hadley, A. O. (2001). Teaching language in context (3rd ed.). Boston: Heinle & Heinle.
  • Hedegaard, M. (1988). The zone of proximal development as a basis for instruction. Aarhus, Denmark: Institute of Psychology.
  • Holquist, M. (1990). Introduction: The Architectonics of answerability. In M. Holquist & V. Liapunov (Eds.), Art and answerability: Early philosophical essays by M. M. Bakhtin (pp. ix-xlix). Austin: University of Texas Press.
  • Holquist, M. (2002). Dialogism: Bakhtin and his world (2nd Ed.). London: Routledge.
  • John-Steiner, V. P, (2007). Vygotsky on thinking and speaking. In H. Daniels, M. Cole, & J. V. Wertsch (Eds.), The Cambridge companion to Vygotsky (pp. 136-152). New York: Cambridge University Press.
  • John-Steiner, V., Panofsky, C., & Smith, L. W. (Eds.) (1994). Sociocultural approaches to language and literacy. Cambridge: Cambridge University Press.
  • Kozulin, A. (1990). Vygotsky’s psychology: A biography of ideas. Cambridge, MA: Harvard University Press.
  • Kozulin, A. (1998). Psychological tools: A sociocultural approach to education. Cambridge, MA: Harvard University Press.
  • Kozulin, A. (2003). Psychological tools and mediated learning. In A. Kozulin, B. Gindis, V. S. Ageyev, & S. M. Miller (Eds.), Vygotsky’s educational theory in cultural context (pp. 15-38). Cambridge: Cambridge University Press.
  • Kramsch, C. (2001). Context and culture in language teaching. Oxford: Oxford University Press.
  • Kuhn, T. (1996). The structure of scientific revolutions (3rd Ed.). Chicago, IL: The University of Chicago Press.
  • Lantolf, J. P.,& Appel, G. (Eds.) (1994). Vygotskian approaches to second language research. Norwood, NJ: Ablex Publishing Corporation.
  • Lantolf, J. P., & Thorne, S. L. (2006). Socio-cultural theory and the genesis of second language development. Oxford: Oxford University Press.
  • Leont’ev, A. N. (1981). The problem of activity in psychology. In J. V. Wertsch (Ed.), The concept of activity in Soviet psychology. Armonk, NY: Sharpe.
  • Leont’ev, A. N. (1997). On Vygotsky’s creative development (R. van der Veer, Trans.). In R. W. Reiber & J. Wollock (Eds.), The collected works of L. S. Vygotsky. Vol. 3. Problems of the theory and history of psychology (pp. 9-32). New York: Plenum Press.
  • Leont’ev, D. A. (2002). Activity theory approach: Vygotsky in the present. In D. Robbins & A. Stetsenko (Eds.), Voices within Vygotsky’s non-classical psychology: Past, present, future (pp. 45-61). New York: Nova Science Publishers.
  • Minick, N. (1987). The development of Vygotsky’s though: An introduction. In R. Rieber & A. Carton (Eds.), The collected works of L. S. Vygotsky (N. Minick, Trans.) (Vol. 1, pp. 17-36). New York: Plenum Press.
  • Morson, G. S. (1986a). Dialogue, monologue, and the social: A reply to Ken Hirschkop. In G. S. Morson (Ed.), Bakhtin: Essays and dialogues on his work (pp. 81-88). Chicago: The University of Chicago Press.
  • Morson, G. S., & Emerson, C. (1989). Introduction: Rethinking Bakhtin. In G. S. Morson & C. Emerson (Eds.) Rethinking Bakhtin: Extensions and challenges (pp. 1-60). Evanston, IL: Northwestern University Press.
  • Morson, G. S., Emerson, C. (1990). Mikhail Bakhtin: Creation of a prosaics. Stanford, CA: Stanford University Press.
  • Newman, D., Griffin, P., & Cole, M. (1989). The construction zone: Working for cognitive change in school. Cambridge: Cambridge University Press.
  • Newman, F., & Holzman, L. (1993). Lev Vygotsky: Revolutionary scientist. New York: Routledge.
  • Ohta, A. S. (2000). Rethinking interaction in SLA: Developmentally appropriate assistance in the zone of proximal development and the acquisition of L2 grammar. In J. P. Lantolf (Ed.), Sociocultural theory and second language learning (pp. 51-78). Oxford: Oxford University Press.
  • Rogoff, B. (1990). Apprenticeship in thinking: Cognitive development in social context. New York: Oxford University Press.
  • Valsiner, J., & van der Veer, R. (2000). The social mind: Construction of the idea. Cambridge: Cambridge University Press.
  • Veresov, N. (1999). Undiscovered Vygotsky: Etudes on the pre-history of cultural-historical psychology. Berlin: Peter Lang.
  • Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
  • Vygotsky, L. S. (1987). Thinking and speech. In R. Rieber & A. Carton (Eds.), The Collected works of L. S. Vygotsky (N. Minick, Trans.) (Vol.1, pp. 39-285). New York: Plenum Press.
  • Vygotsky, L. S. (1997a). Consciousness as a problem for the psychology of behavior (R. van der Veer, Trans.). In R. W. Reiber & J. Wollock (Eds.), The collected works of L. S. Vygotsky. Vol. 3. Problems of the theory and history of psychology (pp. 63-79). New York: Plenum Press.
  • Vygotsky, L. S. (1997b). Educational psychology. Boca Raton, FL: St. Lucie Press.
  • Wertsch, J. V. (1985). The semiotic mediation of mental life: L. S. Vygotsky and M. M. Bakhtin. In E. Mertz & R. J. Parmentier (Eds.), Semiotic mediation: Sociocultural and psychological perspectives (pp. 49-71). Orlando, FL: Academic Press.
  • Wertsch, J. V. (1991). Voices of the mind: A socio-cultural approach to mediated action. Cambridge, MA: Harvard University Press.
  • Wertsch, J. V. (1998). Mind as action. New York: Oxford University Press.
Year 2016, Volume: 6 Issue: 1, 114 - 125, 14.07.2016

Abstract

References

  • Bakhtin, M. M. (1981). The dialogic imagination (M. Holquist, Ed.; C. Emerson & M. Holquist, Trans). Austin: University of Texas Press.
  • Bakhtin, M. M. (1986). Speech genres and other late essays (C. Emerson & M. Holquist, Eds.; V. McGee, Trans.). Austin: University of Texas Press.
  • Bakhtin, M. M. (1990a). Art and answerability (M. Holquist & V. Liapunov, Eds.; V. Liapunov, Trans.). Austin: University of Texas Press.
  • Bakhtin, M. M. (1990b). Author and hero in aesthetic activity (V. Liapunov, Trans.). In M. Holquist & V. Liapunov (Eds.), Art and answerability (pp. 4-256). Austin: University of Texas Press.
  • Bakhurst, D. (2007). Vygotsky’s demons. In H. Daniels, M. Cole, & J. V. Wertsch (Eds.), The Cambridge companion to Vygotsky (pp. 50-76). New York: Cambridge University Press.
  • Bernstein, M. A. (1989). The poetics of ressentiment. In G. S. Morson & C. Emerson (Eds.) Rethinking Bakhtin: Extensions and challenges (pp. 197-223). Evanston, IL: Northwestern University Press.
  • Bruner, J. (1986). Actual minds, possible worlds. Cambridge, MA: Harvard University Press.
  • Cheyne, J. A., & Tarulli, D. (1999). Dialogue, difference and voice in the zone of proximal development. Theory and Psychology, 9(1), 5-28.
  • Clark, K., & Holquist, M. (1984). Mikhail Bakhtin. Cambridge, MA: Harvard University Press.
  • Cox, B. D., Lightfoot, C. (1997). Sociogenetic perspectives on internalization. Mahwah, NJ: Lawrence Erlbaum Associates.
  • Daniels, H. (2001). Vygotsky and pedagogy. New York: Routledge/Falmer.
  • Donato, R. (1994). Collective scaffolding in second language learning. In J. P. Lantolf & G. Appel (Eds.), Vygotskian approaches to second language research (pp. 33-56). Norwood, NJ: Ablex Publishing Corporation.
  • Ellis, R. (1985). Understanding second language acquisition. Oxford: Oxford University Press.
  • Emerson, C. (1989). The Tolstoy connection in Bakhtin. In G. S. Morson & C. Emerson (Eds.) Rethinking Bakhtin: Extensions and challenges (pp. 149-170). Evanston, IL: Northwestern University Press.
  • Eun, B. (2008). Making connections: Grounding professional development in the developmental theories of Vygotsky. The Teacher Educator, 43(2), 134-155.
  • Eun, B., Knotek, S. E., & Heining-Boynton, A. L. (2008). Reconceptualizing the zone of proximal development: The importance of the third voice. Educational Psychology Review, 43(2), 133-147.
  • Eun, B., & Lim, H-S. (2009). A sociocultural view of language learning: The importance of meaning-based instruction. TESL Canada Journal, 27(1), 12-26.
  • Fogel, A. (1989). Coerced speech and the Oedipus Dialogue Comples. In G. S. Morson & C. Emerson (Eds.) Rethinking Bakhtin: Extensions and challenges (pp. 173-196). Evanston, IL: Northwestern University Press.
  • Greenfield, P. M. (1984). A theory of the teacher in the learning activities of everyday life. In B. Rogoff & J. Lave (Eds.), Everyday cognition: Its development in social context (pp. 117-138). Cambridge, MA: Harvard University Press.
  • Hadley, A. O. (2001). Teaching language in context (3rd ed.). Boston: Heinle & Heinle.
  • Hedegaard, M. (1988). The zone of proximal development as a basis for instruction. Aarhus, Denmark: Institute of Psychology.
  • Holquist, M. (1990). Introduction: The Architectonics of answerability. In M. Holquist & V. Liapunov (Eds.), Art and answerability: Early philosophical essays by M. M. Bakhtin (pp. ix-xlix). Austin: University of Texas Press.
  • Holquist, M. (2002). Dialogism: Bakhtin and his world (2nd Ed.). London: Routledge.
  • John-Steiner, V. P, (2007). Vygotsky on thinking and speaking. In H. Daniels, M. Cole, & J. V. Wertsch (Eds.), The Cambridge companion to Vygotsky (pp. 136-152). New York: Cambridge University Press.
  • John-Steiner, V., Panofsky, C., & Smith, L. W. (Eds.) (1994). Sociocultural approaches to language and literacy. Cambridge: Cambridge University Press.
  • Kozulin, A. (1990). Vygotsky’s psychology: A biography of ideas. Cambridge, MA: Harvard University Press.
  • Kozulin, A. (1998). Psychological tools: A sociocultural approach to education. Cambridge, MA: Harvard University Press.
  • Kozulin, A. (2003). Psychological tools and mediated learning. In A. Kozulin, B. Gindis, V. S. Ageyev, & S. M. Miller (Eds.), Vygotsky’s educational theory in cultural context (pp. 15-38). Cambridge: Cambridge University Press.
  • Kramsch, C. (2001). Context and culture in language teaching. Oxford: Oxford University Press.
  • Kuhn, T. (1996). The structure of scientific revolutions (3rd Ed.). Chicago, IL: The University of Chicago Press.
  • Lantolf, J. P.,& Appel, G. (Eds.) (1994). Vygotskian approaches to second language research. Norwood, NJ: Ablex Publishing Corporation.
  • Lantolf, J. P., & Thorne, S. L. (2006). Socio-cultural theory and the genesis of second language development. Oxford: Oxford University Press.
  • Leont’ev, A. N. (1981). The problem of activity in psychology. In J. V. Wertsch (Ed.), The concept of activity in Soviet psychology. Armonk, NY: Sharpe.
  • Leont’ev, A. N. (1997). On Vygotsky’s creative development (R. van der Veer, Trans.). In R. W. Reiber & J. Wollock (Eds.), The collected works of L. S. Vygotsky. Vol. 3. Problems of the theory and history of psychology (pp. 9-32). New York: Plenum Press.
  • Leont’ev, D. A. (2002). Activity theory approach: Vygotsky in the present. In D. Robbins & A. Stetsenko (Eds.), Voices within Vygotsky’s non-classical psychology: Past, present, future (pp. 45-61). New York: Nova Science Publishers.
  • Minick, N. (1987). The development of Vygotsky’s though: An introduction. In R. Rieber & A. Carton (Eds.), The collected works of L. S. Vygotsky (N. Minick, Trans.) (Vol. 1, pp. 17-36). New York: Plenum Press.
  • Morson, G. S. (1986a). Dialogue, monologue, and the social: A reply to Ken Hirschkop. In G. S. Morson (Ed.), Bakhtin: Essays and dialogues on his work (pp. 81-88). Chicago: The University of Chicago Press.
  • Morson, G. S., & Emerson, C. (1989). Introduction: Rethinking Bakhtin. In G. S. Morson & C. Emerson (Eds.) Rethinking Bakhtin: Extensions and challenges (pp. 1-60). Evanston, IL: Northwestern University Press.
  • Morson, G. S., Emerson, C. (1990). Mikhail Bakhtin: Creation of a prosaics. Stanford, CA: Stanford University Press.
  • Newman, D., Griffin, P., & Cole, M. (1989). The construction zone: Working for cognitive change in school. Cambridge: Cambridge University Press.
  • Newman, F., & Holzman, L. (1993). Lev Vygotsky: Revolutionary scientist. New York: Routledge.
  • Ohta, A. S. (2000). Rethinking interaction in SLA: Developmentally appropriate assistance in the zone of proximal development and the acquisition of L2 grammar. In J. P. Lantolf (Ed.), Sociocultural theory and second language learning (pp. 51-78). Oxford: Oxford University Press.
  • Rogoff, B. (1990). Apprenticeship in thinking: Cognitive development in social context. New York: Oxford University Press.
  • Valsiner, J., & van der Veer, R. (2000). The social mind: Construction of the idea. Cambridge: Cambridge University Press.
  • Veresov, N. (1999). Undiscovered Vygotsky: Etudes on the pre-history of cultural-historical psychology. Berlin: Peter Lang.
  • Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
  • Vygotsky, L. S. (1987). Thinking and speech. In R. Rieber & A. Carton (Eds.), The Collected works of L. S. Vygotsky (N. Minick, Trans.) (Vol.1, pp. 39-285). New York: Plenum Press.
  • Vygotsky, L. S. (1997a). Consciousness as a problem for the psychology of behavior (R. van der Veer, Trans.). In R. W. Reiber & J. Wollock (Eds.), The collected works of L. S. Vygotsky. Vol. 3. Problems of the theory and history of psychology (pp. 63-79). New York: Plenum Press.
  • Vygotsky, L. S. (1997b). Educational psychology. Boca Raton, FL: St. Lucie Press.
  • Wertsch, J. V. (1985). The semiotic mediation of mental life: L. S. Vygotsky and M. M. Bakhtin. In E. Mertz & R. J. Parmentier (Eds.), Semiotic mediation: Sociocultural and psychological perspectives (pp. 49-71). Orlando, FL: Academic Press.
  • Wertsch, J. V. (1991). Voices of the mind: A socio-cultural approach to mediated action. Cambridge, MA: Harvard University Press.
  • Wertsch, J. V. (1998). Mind as action. New York: Oxford University Press.
There are 52 citations in total.

Details

Other ID JA45ZY22AV
Journal Section Articles
Authors

Barohny Eun This is me

Publication Date July 14, 2016
Published in Issue Year 2016 Volume: 6 Issue: 1

Cite

APA Eun, B. (2016). Bringing Vygotsky and Bakhtin into the Second Language Classroom: A Focus on the Unfinalized Nature of Communication. The Journal of Language Learning and Teaching, 6(1), 114-125.