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

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Title: A Story without Self: Vygotsky's Pedology, Bruner's Constructivism and Halliday's Construalism in Understanding Narratives by Korean Children
Language: English
Authors: Jeung, Han Hee, Kellogg, David (ORCID 0000-0001-6837-5501)
Source: Language and Education. 2019 33(6):506-520.
Availability: 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
Peer Reviewed: Y
Page Count: 15
Publication Date: 2019
Document Type: Journal Articles
Reports - Descriptive
Education Level: Early Childhood Education
Elementary Education
Grade 1
Primary Education
Descriptors: 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
Geographic Terms: South Korea (Seoul)
DOI: 10.1080/09500782.2019.1582663
ISSN: 0950-0782
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.
Abstractor: As Provided
Entry Date: 2019
Accession Number: EJ1231162
Database: ERIC
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  Data: A Story without Self: Vygotsky's Pedology, Bruner's Constructivism and Halliday's Construalism in Understanding Narratives by Korean Children
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  Data: <searchLink fieldCode="AR" term="%22Jeung%2C+Han+Hee%22">Jeung, Han Hee</searchLink><br /><searchLink fieldCode="AR" term="%22Kellogg%2C+David%22">Kellogg, David</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-6837-5501">0000-0001-6837-5501</externalLink>)
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  Data: 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
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  Data: 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.
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