Hi Eric,
I was responding to the problem of communicative activity here, as you
mention... could you elaborate on the construct "academic" that you use
for "academically challenged" students? Interesting but cloudy issue.
Phil
On 06/07/2005, at 9:08 PM, ERIC.RAMBERG@spps.org wrote:
> Phil;
>
>
>
> You provide a good example of how language (used as a tool) mediates
> your goal of creating sound theory behind your teaching practice.
> Because language is the main tool of your profession I would surmise
> that you rarely think in other terms. However, the academically
> challenged student may construct knowledge in just as sophisticated a
> way as an academic expert but will lack the tools necessary (academic
> language) for communicating their thoughts. The removal of shop
> classes from high schools has left many of these academically
> challenged students without the avenue for communicating or expressing
> themselves. It is not that the academic aspect is removed from the
> learning environment when students take mechanics or woodworking,
> rather a context is provided that helps students better understand the
> "grammar" of the academic world.
>
>
>
> eric
>
> Phil Chappell <philchappell@mac.com>
> Sent by: xmca-bounces@weber.ucsd.edu
> 07/05/2005 09:29 PM ZE7
> Please respond to xmca
>
> To: Mike Cole <mcole@weber.ucsd.edu>, "eXtended Media, Culture,
> Activity" <xmca@weber.ucsd.edu>
> cc:
> bcc:
> Subject: Re: [xmca] LCA: AA Leontiev and Landolf/Thorne question
>
>
>
> Mike,
>
> My training as a language educator has led me to operationalise the
> metaphor "acquire" as a derelict construct, automatically substituting
> with "develop". And when SFL is woven in, as far as second language
> learning is concerned, the activity might be glossed as 'learning what
> ideational and interpersonal meanings are possible in given contexts
> (social interactional activities), and how they are expressed'. Ruqaiya
> suggested yesterday (Sthn Hemisphere time) that the theory of context
> of situation in the early sociosemiotic perspective that I summarised
> last weekend is a theory of "linguistic activity".
>
> I may be out on a limb here, but let me quote AAL:
>
> At the basis of man's intellectual activity, at the basis of his
> thought, there lies the exploitation of material 'supports' and thought
> procedures elaborated by society and appropriated by the given
> individual. Of course, thought can be of varying degrees of complexity.
> It is obvious that in theoretical thought the basic means mediating
> intellectual activity is language. For this reason 'language and
> thought' is a problem of deep psychological significance.
>
> Not sure if there is a well-worked out answer, but how might we use the
> construct of "intellectual activity" or "theoretical thought" as
> candidates for activity?
>
>
> Aside: Time is always our enemy - I think it might be worthwhile
> looking into the work of the late Joachim Lompscher both in terms of
> the "rise to the concrete" metaphor and having another take on learning
> activity, although he didn't directly implicate language.
>
> Phil
>
>
>
>
>
>
> On 05/07/2005, at 5:21 AM, Mike Cole wrote:
>
> > In seeking to figure out activity-language relations, a question I
> > keep coming up against
> > is what is meant by phrases such as
> >
> > "As far as psychology is concerned, speech is identical to any other
> > activity" (p. 1 of AA Leontiev)
> > or the phrase, "communicative activity." I know this is an old issue
> > in Russian (at least Soviet) arguments about activity
> > and Language. But it appears important to this discussion as well.
> >
> > I can understand how seeking to acquire a second language could be
> > considered an activity (at least I think I do), but acquisition
> > of a first language let alone using language in a case is "Mr Smith
> is
> > not working today, he is out mowing the lawn" both seem
> > questionable as candidates for activities.
> >
> > Is there a known, well worked out answer to this question, or a set
> of
> > alternative answers?
> > mike_______________________________________________
> > xmca mailing list
> > xmca@weber.ucsd.edu
> > http://dss.ucsd.edu/mailman/listinfo/xmca
>
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