Pursuing Vygotsky's Dialectical Approach to Pedagogy and Development: A Response to Kellogg

• Autores: Matthew E. Poehner, Celeste Kinginger, Rémi A. van Compernolle, James P. Lantolf
• Localización: Applied linguistics, ISSN 0142-6001, Vol. 39, Nº 3, 2018, págs. 429-433
• Idioma: inglés
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• Resumen

  • The Zone of Proximal Development (ZPD) is a widely recognized construct articulated by L. S. Vygotsky, whose scholarship inspires the approach to L2 research known as Sociocultural Theory (SCT). In a synthesis of North American L2 ZPD work, Kinginger (2002) outlined how the construct had been appropriated, focusing on three interpretations then permeating the field: skill mastery, scaffolding, and metalinguistic knowledge. Kellogg (2017) has argued that L2 research in general consistently misuses the ZPD construct and distorts its original meaning. Citing The Problem of Age (Vygotsky 1998), Kellogg claims that the ZPD was intended to model ontogenetic development from birth to around age 17. Consequently, for Kellogg, L2 research commits three fundamental errors: (i) recruiting adult learners (often undergraduate university students) rather...