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[Xmca-l] Re: Zukerman resumed



Here is the Gordon Wells article.

On page 46 Wells says that Vygotsky takes external physical language use
and in addition this language tool provides a medium in which those
external activities are *symbolically represented*

On page 48 Wells quotes Halliday to say : "it would be nearer the point to
say that language *actively symbolizes* the social system representing
*metaphorically
*in its patterns of variation, the variation that characterizes human
cultures .... It is this same twofold function of the linguistic system,
its function both as *expression* of and *metaphor for* social processes,
that lies behind thedynamics of the interrelation of language and social
context..."

The Zukerman article focuses on *intermental* dialogical processes.
Hope to keep this tapestry weaving ongoing in the slow reading lane :- } to
help with my apprenticeship

On Thu, Dec 15, 2016 at 12:05 PM, mike cole <mcole@ucsd.edu> wrote:

> Those are all relevant questions, Larry. I have forwarded your msg to
> Galina in hopes that she will have time to respond for herself.
>
> It seems relevant, as you suggest, to send along Gordon's paper. The issue
> of the complementarity/relationship of Vygotsky & Halliday is a clear
> thread in this discourse and a preoccupation with some of us.
> Fine tapestry to be sewn there. :-)
> mike
>
>
>
> On Thu, Dec 15, 2016 at 11:28 AM, <lpscholar2@gmail.com> wrote:
>
> > The notion of intermental processes as occurring between persons
> > actualizes an ongoing focus on what occurs between persons, and seems to
> > put in question the priority of internalized mastery of one’s own
> > interiorized mental activity. Am i misreading this emphasis in the
> article.
> >
> > Is this understanding of (intermental) that prioritizes dialogical
> > activity with the other a different focus than the emphasis that Gordon
> > Wells puts on the dual aspects of the language system as BOTH
> > *a mediation of social activity by enabling participants to plan and
> > coordinate and review their actions through EXTERNAL speech
> >
> > AND in addition language as
> > *a medium in which those  above activities are SYMBOLICALLY REPRESENTED,
> > providing the psychological sign/tool that mediates the associated ideal
> > mental activities in the internal discourse of inner speech.
> >
> > This shift or crossing over from priority given to the actual physical
> > discourse using language (the tool of tools -metatool) to priority given
> to
> > the SYMBOLICALLY represented realm seems to be a key or hinge moment
> within
> > the dual nature of language as both external and interior.
> >
> > Reading the Zukerman article and the focus on the (intermental) all the
> > way down seems to put a different slant or incline to what Gordon Wells
> is
> > exploring.
> > My turn is up, but i could reference examples from the Zukerman article
> on
> > the priority of the (intermental)
> >
> > For those interested i could send another article by Gordon Wells (The
> > complimentary contributions of Halliday and Vygotsky to a Language Based
> > Theory of Learning, 1994)
> > Loose threads being picked up
> >
> >
> >
> >
> >
> >
> > Sent from my Windows 10 phone
> >
> >
>

Attachment: DECEMBER 14 2016 WELLS GORDON XMCA Halliday and Vygotsky Contributions to a Language Based Theory of Learning .pdf
Description: Adobe PDF document