NotesFAQContact Us
Search Tips
ERIC Number: ED163462
Record Type: Non-Journal
Publication Date: 1978
Pages: 11
Abstractor: N/A
Reference Count: N/A
Vygotsky Revisited: What's Behind the Word?
Chaplin, Miriam T.
Lev Vygotsky, in his book "Thought and Language," explores the relationship between thought and language. In school, children discover that there is a code (writing) that represents words. Writing is often difficult for students because it is an abstraction in which words are replaced by images of words, it is speech without an intermediary, it requires analytic action, and it results in a permanent product. In producing writing, students must use scientific concepts (the result of analysis and learning under conscious control) rather than spontaneous concepts (formed as the result of "everyday experience" not necessarily under conscious control). Instruction helps students gain control of spontaneous thought and should begin with oral communication, preferably group communication, so that as students hear others' thoughts they will begin to gain control of their own thoughts, which will help them move from inner speech to written speech. Vygotsky provides a hierarchical structure of mental development and supports the belief that language provides a means whereby perceptions can be ordered and systematized. The teacher, then, is a teacher of thinking, helping students learn through the language operations of listening, speaking, reading, and writing. (TJ)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A