Beliefs as conceptualizing activity: A dialectical approach for the second language classroom  

Oleh:

Negueruela-Azarola, Eduardo

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: SYSTEM: An International Journal of Educational Technology and Applied Linguistics (Full Text) vol. 39 no. 3 (Sep. 2011), page 359-369.
Topik: Beliefs; Second language learning; Teaching; Dialectics; Concepts; Sociocultural theory; Vygotsky
Fulltext: p. 359-369.pdf (146.94KB)

Isi artikel

The present article presents an understanding of beliefs as conceptualizing activity from a Vygotskyan dialectical perspective. The proposals I develop here, emerging from a contextual understanding of development, aim to help us reconsider in pedagogical terms the specific relationships between beliefs and actions and the nature of beliefs as dialectical language-mediated consciousness. Understanding beliefs as dialectical conceptualizations calls for rethinking teaching and learning as a developmental activity. It also illuminates a specific research methodology, semiogenesis, which captures the orienting power of beliefs as conceptualizing activity in the classroom. To illustrate a conceptual approach to beliefs as sociocultural tools of the mind, three basic examples of a conceptual task for in-service teachers are discussed.

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