Semiotic Mediation, Dialogue and the Construction of Knowledge

Autor/in	Wells, Gordon
Titel	Semiotic Mediation, Dialogue and the Construction of Knowledge
Quelle	In: Human Development, 50 (2007) 5, S.244-274 (31 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0018-716X
DOI	10.1159/000106414
Schlagwörter	Stellungnahme; Inner Speech (Subvocal); Language Role; Cognitive Development; Classroom Communication; Child Development; Constructivism (Learning) + Suchen Sie Ihr Suchwort? Inneres Sprechen; Kognitive Entwicklung; Klassengespräch; Kindesentwicklung
Abstract	Both Vygotsky, a psychologist, and Halliday, a social linguist, argue for the central role of language in human development. Language is the principal mode of meaning making; it mediates both the communication through which thinking with others is made possible and also the inner speech through which individual thinking is brought under conscious control. I develop this central claim by drawing on the writings of Vygotsky and Bakhtin, as well as those of their colleagues and followers to argue for the importance of encouraging dialogue in all educational settings in order to enable learners of all ages to construct knowledge together, and thereby to enhance their individual understanding of the world and their potential for action in it. (Contains 1 figure.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10