I find the quote from Vygotsky (" a young child thinks by remembering, an
adolescent remembers by thinking.") rather intriguing. I would like to look
further into the context and of course the implications for differing
pedagogical strategies. Could you please direct me to the original published
source (English please.)
From: Michael Erickson [mailto:firstname.lastname@example.org]
Sent: Thursday, June 16, 2005 11:13 PM
Fascinating discussion! As Steve T. mentioned quote that "language evokes
ideas, it does not represent them" brought to mind a quote from Vygotsky and
a problem for me concerning language as sign/tool and developmental stages
as well as ZPD.
The quote form Vy is " a young child thinks by remembering, an adolescent
remembers by thinking."
My problem is that some research looks at young children's use of language
and learning language and L1 & L2 users of language and through
extrapolation seems to see children as "little adult learners", which means
if we study young children's use and processes, we can some how understand
adult usage and processes.
What if there are different processes at work? And what if different
schemata are needed to truly understand languaging and thought for these
differing learners? Although there may be some commonalities, what are the
salient differences that need to be addressed? And when do these seemingly
disparate processes mesh, or strands weave. When does the child truly become
the "adult" user of language as tool/sign?
This archive was generated by hypermail 2b29 : Fri Jul 01 2005 - 01:00:07 PDT