Why Vygotsky? : A look at alternative methods of teaching and learning in the English classroom

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dc.contributor.author Pinheiro, Michelle
dc.date.accessioned 2008-12-09T11:07:06Z
dc.date.available 2008-12-09T11:07:06Z
dc.date.issued 2008-12-09T11:07:06Z
dc.identifier.uri http://hdl.handle.net/10539/5878
dc.description.abstract This paper describes an alternative approach to the teaching of concepts related to the English Curriculum. It combines a shift in the theory of school teaching with psychological theory development. This research was conducted at a private, Catholic Secondary School in Johannesburg over a period of almost six months with a class of twenty Grade Ten students. The research was designed in response to the fact that many traditional, ‘rote’ teaching methods are not effective in the classroom and that an alternative needs to be found. This research aimed at testing the theories of the Sociohistorical school in order to ascertain whether they could provide clues as to methods that might be more conducive to real learning. Vygotsky’s (1978) theoretical construct of the Zone of Proximal Development, Hedegaard’s (1996) idea of a ‘double move’ and the ideas posited by Wells (1996, 1999) and Tharp and Gallimore (1988, 1992) form the theoretical basis for these ‘alternative’ teaching methods. The results shown in this paper indicate that a ‘double move’ is possible within the context of the English classroom and that the ideas of the Socio-historical school indeed provide an alternative method that is far more successful than those traditionally used in most classrooms. en
dc.language.iso en en
dc.subject Socio-historical school en
dc.subject zone of proximal development en
dc.subject Vygotsky en
dc.subject double move en
dc.subject Hedegaard en
dc.subject Wells en
dc.subject Tharp and Gallimore en
dc.subject generative teaching en
dc.subject collaboration en
dc.subject mediation en
dc.title Why Vygotsky? : A look at alternative methods of teaching and learning in the English classroom en
dc.type Thesis en

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