I think it is a pretty good reproduction, Mike, thanks for the link!
My first attraction to the drawing as a metaphor (I have always loved it as
a Rembrandt) is as a way to demonstrate that Zo-ped and modeling are very
far apart. It's like the Groucho Marx joke -- little walkers do not learn
to "walk this way" as the adults helping them walk -- all hunched over and
contorted in order to protect and be ready to give leeway for independent
walking.
Soon after looking at it for that reason, I began to notice about who was
going where and that sort of thing -- it's rich about goal formation and how
operations and acts are ensconced in and constitutive of activities.
See that little one's foot and where it is poked out to?
People in London can go to the BM and if it is not on exhibit they can ask
to see it. They just take some precautions about clean hands and no markers
and stuff. And then they bring it to you at a nice little desk, close up
and no glass between -- in fact, you can take the same stance toward it that
Rembrandt probably had when he was making it.
It's breathtaking.
Peg
----- Original Message -----
From: "Mike Cole" <lchcmike@gmail.com>
To: <xmca@weber.ucsd.edu>
Sent: Saturday, March 05, 2005 3:41 PM
Subject: Re: Display questions in and outside the classroom
> See rendering of Rembrandt's picture referred to by Dr. Griffin. It
> ain't perfect, but it helps convey my sense of the argument.
> mike
>
> http://img6.photobucket.com/albums/v19/commonbeauty/Rembrandt-walk-h.gif
>
>
> On Sat, 5 Mar 2005 13:40:38 -0600, Peg Griffin
> <Peg.Griffin@worldnet.att.net> wrote:
> > Hi, Olga and all,
> > There's a piece from a bit ago that might be helpful (or maybe not --
it
> > has something to turn everyone off -- on the one hand a metaphor based
on a
> > Rembrandt chalk drawing "Two Women Teaching a Child to Walk" and on the
> > other attention to formal conversational analysis). (Come to think of
it,
> > the Rembrandt base could annoy two groups at once, couldn't it -- the
> > anti-artsy metaphor folk and those in my country now who worry about
people
> > insidiously supporting gay families. I wonder if I can get Dobson to
make
> > Rembrandt as contemporaneously infamous as he has SpongeBob Square
Pants?)
> >
> > Anyhow, the chapter is about escaping from the tyranny of equating a
turn at
> > talk with an isolated expression of meaning and about seeing some
> > expressions (particularly those in Zo-peds) as multi-party/multi-turn.
I
> > think great teaching is that way. There is a not only student body, but
a
> > class as organism entity (when the class has been organ-ized), and the
> > teacher's contributions and students' contributions express joint acts
that
> > can subsequently show up as concepts which have been appropriated by one
(or
> > more) of the participating contributors, i.e., having been learned.
> >
> > It builds on the "How the west has won" chapter in the Construction Book
> > that Denis, Mike and I did an even longer time ago.
> > It was published in 2000 as "Collaboration in school: 'I (don't) know'
> > answers and questions." It's on pp. 472-491 in a book from Hampton
Press
> > that I helped to edit (with Peyton, Wolfram and Fasold) "Language in
Action:
> > New Studies of Language in Society."
> > If there's a lot of trouble getting it and you want it anyhow, I might
be
> > able to unearth a Word file of an earlier version to email; just let me
> > know.
> >
> > Peg
> > PS Has anyone seen that and other drawings of little ones learning to
> > walk -- it seems at Rembrandt's time Dutch people issued toddlers with
> > protective headgear for learning to walk. And some people complain
about
> > motorcycle helmets....
> >
> > ----- Original Message -----
> > From: "Griswold, Olga" <ogriswol@humnet.ucla.edu>
> > To: <xmca@weber.ucsd.edu>
> > Sent: Saturday, March 05, 2005 11:50 AM
> > Subject: Display questions in and outside the classroom
> >
> > > Hello,
> > >
> > > I am looking for literature on the different functions of display vs.
> > > referential questions in the classroom. I am somewhat familiar with
the
> > > literature on the role of such questions in second language
classrooms,
> > but
> > > most of the research in this area discusses the primary functions of
> > display
> > > questions as comprehension checks and as means of eliciting particular
> > forms
> > > (e.g. grammatical structures and/or vocabulary) form L2 learners. The
> > > pedagogical advice seems to be to increase the number of referential
> > > questions and to decrease the number of display ones in order to
promote
> > > more communicative classrooms.
> > >
> > > In my own analysis of classroom talk (a citizenship class at an adult
> > > school), however, I am finding quite different functions of display
> > > questions in the co-construction of content and linguistic knowledge.
I
> > am
> > > new to the investigation of interaction in the classrooms that are not
> > > strictly ESL, and I would very much appreciate any recommendations on
any
> > > literature addressing the functions of teacher questions in
non-language
> > > classrooms, especially in adult settings.
> > >
> > > Thanks in advance to everyone who can help,
> > >
> > > Olga Griswold
> > >
> > >
> >
> >
>
>
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