Book contents
- Frontmatter
- Contents
- List of Contributors
- Series Foreword
- Introduction: Sociocultural Theory and Education: Students, Teachers, and Knowledge
- PART I CONCEPTS AND PARADIGMS
- PART II DEVELOPMENT AND LEARNING
- PART III SOCIOCULTURAL THEORY APPLICATION IN THE CLASSROOM
- PART IV DIVERSE LEARNERS AND CONTEXTS OF EDUCATION
- 16 Intrapersonal Communication and Internalization in the Second Language Classroom
- 17 Mediation in Cognitive Socialization
- 18 Cultural Modeling
- 19 The Relations of Learning and Student Social Class
- 20 Vygotsky in the Mirror of Cultural Interpretations
- Author Index
- Subject Index
- Titles in the series
- References
18 - Cultural Modeling
CHAT as a Lens for Understanding Instructional Discourse Based on African American English Discourse Patterns
Published online by Cambridge University Press: 05 June 2012
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Book contents
- Frontmatter
- Contents
- List of Contributors
- Series Foreword
- Introduction: Sociocultural Theory and Education: Students, Teachers, and Knowledge
- PART I CONCEPTS AND PARADIGMS
- PART II DEVELOPMENT AND LEARNING
- PART III SOCIOCULTURAL THEORY APPLICATION IN THE CLASSROOM
- PART IV DIVERSE LEARNERS AND CONTEXTS OF EDUCATION
- 16 Intrapersonal Communication and Internalization in the Second Language Classroom
- 17 Mediation in Cognitive Socialization
- 18 Cultural Modeling
- 19 The Relations of Learning and Student Social Class
- 20 Vygotsky in the Mirror of Cultural Interpretations
- Author Index
- Subject Index
- Titles in the series
- References
Summary
A continuing challenge is how we as educational researchers are to investigate learning and development as these occur in complex settings in an attempt to understand the ecological niches of practice in the real world. In many ways, these questions are the terrain of Cultural–Historical Activity Theory (CHAT). CHAT, as articulated by Cole (1996) and others (Rogoff & Lave, 1984; Rogoff, 1990; Wertsch, 1991), is an outgrowth of the Russian school of psychology represented by Lev Vygotsky (1978, 1981, 1987), Alexander Luria (1976), and Alexei Leontiev (1981). This orientation to the study of human learning and development places several core tenets at the center of inquiry. These tenets include the mutually constituting influences of social interaction in participation in jointly constructed activity across multiple settings and the functions of mediating artifacts. CHAT places culture at the center of human sense-making activities. Educational research rooted in CHAT has documented the centrality of cultural systems; much less attention has been paid to cultural systems of non–European or non-European-American ethnic groups. In this chapter, I will illustrate how multiple mediational resources have been drawn upon in culturally responsive ways to support discipline-specific learning.
I have an abiding personal interest in these questions. In the Cultural Modeling Project (Lee, 1993; 1995a; 1995b; 2001), we developed a curriculum intervention in response to literature that was implemented over a 3-year period in an urban, underachieving high school.
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- Information
- Vygotsky's Educational Theory in Cultural Context , pp. 393 - 410Publisher: Cambridge University PressPrint publication year: 2003
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