Skip to content
2018
Volume 90, Issue 3
  • ISSN: 0360-9170
  • E-ISSN: 1943-2402

Abstract

L. S. Vygotsky, the psychologist and teacher from Byelorussia who became a central figure in Soviet psychological and educational circles in the 1920s and 1930s, has become a frequent citation in 21st-century scholarship. He is most-often invoked to support some form of instructional scaffolding, based on his idea of the zone of proximal development, which is actually a relatively minor contribution in his original work. In this essay, Smagorinsky reviews how Vygotsky’s theory can more broadly inform our modern-day teaching, and he attends to Vygotsky’s work in the areas of the use of speech as a tool for thinking, the role of emotion in thinking, the social nature of thinking, an emphasis on meaningful activity, and how the construct of the zone of proximal development can contribute to effective language arts instruction.

Loading

Article metrics loading...

/content/journals/10.58680/la201322103
2013-01-01
2024-07-19
Loading full text...

Full text loading...

http://instance.metastore.ingenta.com/content/journals/10.58680/la201322103
Loading
  • Article Type: Research Article
This is a required field
Please enter a valid email address
Approval was a Success
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error