Beyond the Zone of Proximal Development: Vygotsky and English Language Arts and Drama Pedagogy

Session Submission Type: Symposium

Abstract

Following the first publication of Thinking and Speech and Mind in Society, Vygotsky’s ideas were appropriated by teacher educators in working towards the development of pedagogical theory. With some notable exceptions, these appropriations were sometimes superficial, with Vygotsky being invoked to justify general social learning theories through references to the ZPD. Subsequently, further publications have emerged and new translations made. In addition, ideas from Vygotsky’s students have been used in developing new theories of conceptual growth and collective creativity. In this symposium, we report on theoretical and empirical studies– in the fields of Language Arts and Drama Education (fields, in the UK, where Vygotsky’s ideas were first introduced) that seek to extend our understanding of Vygotsky’s contribution to pedagogical theory.

Sub Unit

• SIG-Cultural-Historical Research

Chair

• Viv Ellis, Brunel University

Papers

• Citing Vygotsky: Beyond the Zone of Proximal Development - Viv Ellis, Brunel University; Bowen Yang, University of Oxford

• Vygotsky’s Contribution to English Language Arts Pedagogy in the Postwar United Kingdom - John Hardcastle, University of London

• Teachers, Arts Practice, and School Pedagogies: Vygotskian Perspectives - Anton Franks, Institute of Education - London

• Stimulating Professional Creativity in English Language Arts Teaching: Semiotic Freedom, Historical Consciousness, and Conceptual Growth - Viv Ellis, Brunel University

Discussant

• Peter Smagorinsky, University of Georgia