Vygotsky’s social-psychological theory of human development and Bakhtin/Vološinov’s theory of language and the dialogical nature of thought have received increasing interest in the educational research literature but tend to remain unrelated even where co-citation occurs. In this article, I first present a model that integrates the fundamentally common features in the two approaches and present a table with the correspondences of the theoretical terms across four European languages; the model thereby integrates the psychological and sociological dimensions at the heart of the two approaches. I then articulate and elaborate on six main issues that are relevant to and have implications for research: (a) sensual life as integrative unit, (b) self-movement and development, (c) the nested relations between activity and living utterance, (d) signification, (e) vernacular as the origin and locus of development, and (f) unit analysis.
CITATION STYLE
Roth, W.-M. (2013). An Integrated Theory of Thinking and Speaking that Draws on Vygotsky and Bakhtin/Vološinov. Dialogic Pedagogy: An International Online Journal, 1. https://doi.org/10.5195/dpj.2013.20
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