ERIC Number: ED396314
Record Type: RIE
Publication Date: 1994-May
Reference Count: N/A
Crossing the Bridge to Practice: Rethinking the Theories of Vygotsky and Bakhtin. Technical Report No. 68.
Freedman, Sarah Warshauer
L. S. Vygotsky's and M. Bakhtin's theories of social interaction are so general that they are not always useful guides for classroom practice. A study of secondary school classrooms in Great Britain and the United States reveals that when teachers apply similar theories to everyday practice, important pedagogical constraints remain--both in terms of the ways instruction is organized and in terms of what students produce. The theories need elaborating. In everyday practice, social interaction is not binary, either there is interaction or there is not. Rather, participants position themselves along a continuum of involvement--from highly involved to relatively uninvolved. Learners occupy different points within classrooms, from one classroom to another, and for the same student at different times. Also, the social space within the classroom affects student involvement and the teacher's ability to track it. In classrooms with the most highly involved interactions, students participated in curriculum-making and belonged to a close-knit community. (Contains seven references.) (Author/RS)
Publication Type: Reports - Evaluative
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: National Center for the Study of Writing and Literacy, Berkeley, CA.; National Center for the Study of Writing and Literacy, Pittsburgh, PA.
Identifiers: Mikhail Bakhtin; Vygotsky (Lev S)