I suppose one could interpret the idea of a Languages Acquistion Support System
in terms of the scaffolding metaphor, Nate. I always saw it as a
Bruner cleverism to
make clear his counterpositiong to Chomsky's Language Acquisition
Device, emphasizing the equal importance of the socio-cultural
environment.
If we want to preserve social origins of human mental functions a la
Vygotsky, what in the substance of Bruner's argument (Laid out more
fully in his earlier
book, *Child's Talk*) would you propose?
mike
On Sun, 23 Jan 2005 17:55:41 +0700, Phil Chappell <philchappell@mac.com> wrote:
> Every Lad needs a lass???
>
> Interesting thoughts there, Nate (I'm still not sure on how to use the
> term blog - great blogging? gotcha blog? I'll blog ya back?). And
> thanks for the scan.
>
> Phil
> On 22/01/2005, at 10:43 PM, willthereallsvpleasespeakup who-is-at nateweb.info
> wrote:
>
> > There are some very strong hints at scaffolding in Bruner's LASS. The
> > book is Actual Minds, Possible Worlds. I scanned the chapter in
> > question and it is available at
> >
> > http://levvygotsky.blogspot.com/.
> >
> >
> > I think your right about scaffolding. This is true of not only
> > scaffolding but the ZPD also.
> >
> > Nate
> >
> >
> > Phil Chappell wrote:
> >
> >> I've always cited Wood, D.J., J.S. Bruner, and G. Ross, The role of
> >> tutoring in problem solving, Journal of Child Psychology and
> >> Psychiatry, 1976. 17(2): p. 89-100 as the pioneering paper, Nate.
> >> Then Bruner's book (oops, there goes the memory) published not long
> >> after that.
> >>
> >> Interesting coincidence - just returned from a second language
> >> conference where scaffolding was bandied around so carelessly that it
> >> seemed to become a metaphor for any activity or learning materials
> >> applied by the teacher in teaching/learning moments.
> >>
> >
> >
> > --
> > Website: http://nateweb.info/
> > Blog: http://levvygotsky.blogspot.com/
> > Email: willthereallsvpleasespeakup who-is-at nateweb.info
> >
> > "The zone of proximal development defines those functions that have
> > not yet matured but are in the process of maturation, functions that
> > will mature tomorrow but are currently in an embryonic state. These
> > functions could be termed the buds or flowers of development rather
> > than
> > the "fruits" of development. The actual developmental level
> > characterizes mental development retrospectively, while the zone of
> > proximal development characterizes mental development prospectively."
> > - L.S.V.
> >
> >
>
>
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