In all courses I ever taught and teach I use some of Vygotsky's idea:
Neuropsychology; Neuropsycholinguistics; Cognitive psychology;
Psychological
aspects of new (second or foreign) language learning and teaching;
and for
several times I had special seminars on "The influence of Vygotsky on
modern psychology and education" (all this in Hebrew and sometimes in
English in 3 different teachers colleges and in 1993-2000 at School of
Education of the Hebrew Un. of Jerusalem)
Bella Kotik-Friedgut
On Fri, May 29, 2009 at 6:58 AM, David Kellogg <vaughndogblack@yahoo.com
>wrote:
I teach one course that is rather stridently Vygotskyan on "Whole
Language
Approaches and Sociocultural Theory", in the fall for our MA in
Primary
English Education. Emphasis is on play, with some criticism of the
Whole
Language approach to Vygotsky current in the USA.
I teach a more laid back Vygotsky course called, rather grandiosely,
"Intra-mental Knowledge from Inter-mental Skills" for an MA in
Integrated Subject Teaching in the spring. Emphasis is somewhat more
theoretical but follows the standard primary English syllabus here.
The undergrads, who normally crack jokes about our poor tennis games,
referred to my course in Primary English Teaching Methods as "EVP" or
English for Vygotskyan Purposes". It's a practical class, but they
are
seniors and looking forward with trepidation to the Civil Service
Exam for
teachers (where Vygotsky's a staple). Besides, Vygotsky's ideas about
CONCEPTS and COMPLEXES and CONCRETE OBJECTS are really the key to
understanding why we say things like:
T: Do you like DRAGONS? Well, THIS is a dragon. The name of the
dragon
is...DRAGWIN!
.
David (Dragwin) Kellogg
Seoul National University of Education
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--
Sincerely yours Bella Kotik-Friedgut
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