SEMIOTIC MEDIATION, DIALOGUE AND THE CONSTRUCTION OF KNOWLEDGE
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SEMIOTIC MEDIATION, DIALOGUE AND THE CONSTRUCTION OF KNOWLEDGE
[Insert page header here] 1SEMIOTIC MEDIATION, DIALOGUE AND THE CONSTRUCTION OF KNOWLEDGEGordon WeilsUniversity of California, Santa CruzWhen children SEMIOTIC MEDIATION, DIALOGUE AND THE CONSTRUCTION OF KNOWLEDGEn learn language, they are not simply engaging in one type of learning among many; rather, they are learning the foundations of learning itself. The distinctive characteristic of human learning is that it is a process of making meaning - a semiotic process; and the prototypical form of human semioti SEMIOTIC MEDIATION, DIALOGUE AND THE CONSTRUCTION OF KNOWLEDGEc is language. Hence the ontogenesis of language is at the same time the ontogenesis of learning. (Halliday. 1993. p.93)In this paper. I want to exploSEMIOTIC MEDIATION, DIALOGUE AND THE CONSTRUCTION OF KNOWLEDGE
re how this claim relates to the concept of semiotic mediation in cultural historical activity theory' (CHAT) and the writings of the Bakhtin circle a[Insert page header here] 1SEMIOTIC MEDIATION, DIALOGUE AND THE CONSTRUCTION OF KNOWLEDGEGordon WeilsUniversity of California, Santa CruzWhen children SEMIOTIC MEDIATION, DIALOGUE AND THE CONSTRUCTION OF KNOWLEDGE the activity of education. I shall argue that the development of children’s understanding of their world - of themselves as well as of the content of the curriculum - needs to be understood in terms of a co-construction of knowledge through jointly conducted activities that are mediated by artifact SEMIOTIC MEDIATION, DIALOGUE AND THE CONSTRUCTION OF KNOWLEDGEs of various kinds, of which dialogue is the most powerful.Semiotic MediationWe owe the concept of semiotic mediation largely to the work of VỹgotskySEMIOTIC MEDIATION, DIALOGUE AND THE CONSTRUCTION OF KNOWLEDGE
and his colleagues, in which they attempted to create a theory of human activity and development that would give a[Insert page header here] 2central p[Insert page header here] 1SEMIOTIC MEDIATION, DIALOGUE AND THE CONSTRUCTION OF KNOWLEDGEGordon WeilsUniversity of California, Santa CruzWhen children SEMIOTIC MEDIATION, DIALOGUE AND THE CONSTRUCTION OF KNOWLEDGEory principle and thatconsciousness emerged through the use of tools to mediate activity. In his writings about the use of tools as mediating artifacts, Vygotsky (1978, 1999) made a distinction between ‘tool’ and ‘sign’ in terms of the object of the actions in which they function as mediational mean SEMIOTIC MEDIATION, DIALOGUE AND THE CONSTRUCTION OF KNOWLEDGEs: a tool, such as a knife or a spade, mediates object-oriented material activity, whereas signs function as a means of social or intrapersonal interaSEMIOTIC MEDIATION, DIALOGUE AND THE CONSTRUCTION OF KNOWLEDGE
ction:The invention and use of signs as auxiliary means of solving a given psychological problem (to remember, compare something, report, choose, and [Insert page header here] 1SEMIOTIC MEDIATION, DIALOGUE AND THE CONSTRUCTION OF KNOWLEDGEGordon WeilsUniversity of California, Santa CruzWhen children SEMIOTIC MEDIATION, DIALOGUE AND THE CONSTRUCTION OF KNOWLEDGE tool in labor. (1978, p. 52).However, this distinction needs to be qualified in several ways in the light of further research on mediated action (Wertsch, 1998).First, the same artifact, for example, a spade, can function both as tool and as sign in different contexts. When I am digging my vegetabl SEMIOTIC MEDIATION, DIALOGUE AND THE CONSTRUCTION OF KNOWLEDGEe garden, the spade mediates my material activity as I turn over the soil; in this context it is clearly a tool. But if I am interrupted, I may leaveSEMIOTIC MEDIATION, DIALOGUE AND THE CONSTRUCTION OF KNOWLEDGE
the spade at the point I have reached as a sign to ‘tell’ me where I should continue when I return to the task. This may seem to be a rather trivial e[Insert page header here] 1SEMIOTIC MEDIATION, DIALOGUE AND THE CONSTRUCTION OF KNOWLEDGEGordon WeilsUniversity of California, Santa CruzWhen children SEMIOTIC MEDIATION, DIALOGUE AND THE CONSTRUCTION OF KNOWLEDGEsimultaneously ideal (conceptual) and material," since, in every case,(Insert page header here] 3they are manufactured in the process of goal directed human actions. They are ideal in that their material form has been shaped by their participation in the interactions of which they were previously a SEMIOTIC MEDIATION, DIALOGUE AND THE CONSTRUCTION OF KNOWLEDGEpart and which they mediate in the present.Defined in this manner, the properties of artifacts apply with equal force whether one is considering languSEMIOTIC MEDIATION, DIALOGUE AND THE CONSTRUCTION OF KNOWLEDGE
age/speech or the more usually noted forms of artifacts such as tables and knives, which constitute material culture. what differentiates the word ‘ta[Insert page header here] 1SEMIOTIC MEDIATION, DIALOGUE AND THE CONSTRUCTION OF KNOWLEDGEGordon WeilsUniversity of California, Santa CruzWhen children SEMIOTIC MEDIATION, DIALOGUE AND THE CONSTRUCTION OF KNOWLEDGEart from its material instantiation (as a configuration of sound waves, hand movements, uniting, or neuronal activity), whereas even' table embodies an order imposed by thinking human beings, (p. 117)Viewed from this perspective, it becomes clear that the distinction between tool and sign is depende SEMIOTIC MEDIATION, DIALOGUE AND THE CONSTRUCTION OF KNOWLEDGEnt on the context and form of the activity that is mediated. In practice, moreover, all joint activity involves the coordinated use of a variety of arSEMIOTIC MEDIATION, DIALOGUE AND THE CONSTRUCTION OF KNOWLEDGE
tifacts, all of which have material embodiment and the potential to mediate communication, collaboration and joint problem solving. However, there is [Insert page header here] 1SEMIOTIC MEDIATION, DIALOGUE AND THE CONSTRUCTION OF KNOWLEDGEGordon WeilsUniversity of California, Santa CruzWhen children SEMIOTIC MEDIATION, DIALOGUE AND THE CONSTRUCTION OF KNOWLEDGEruction ol knowledge on the part of individuals during the course of their ontogenetic development. It is. therefore, to the development of the sign system of language and the relationship between ‘languaging’ and thinking that 1 nun in die following sections.Language Development[Insert page header SEMIOTIC MEDIATION, DIALOGUE AND THE CONSTRUCTION OF KNOWLEDGEhere] 4The question of how children learn their first language has been a topic of debate over many centuries. On the one hand, it has been proposed,SEMIOTIC MEDIATION, DIALOGUE AND THE CONSTRUCTION OF KNOWLEDGE
from earliest times, that language learning is simply a matter of imitating the speech of others in contexts where the learner is able to make associa[Insert page header here] 1SEMIOTIC MEDIATION, DIALOGUE AND THE CONSTRUCTION OF KNOWLEDGEGordon WeilsUniversity of California, Santa CruzWhen children SEMIOTIC MEDIATION, DIALOGUE AND THE CONSTRUCTION OF KNOWLEDGEely equipped with a ‘language acquisition device’ or ‘language organ’ that provides built-in knowledge of the universal principles of grammar from which all languages are constructed, making it possible for the child to discover the grammar of his or her community’s language simply by exposure to in SEMIOTIC MEDIATION, DIALOGUE AND THE CONSTRUCTION OF KNOWLEDGEstances of the language in use (Chomsky, 1965; Pinker, 1994). However, the problem with both these proposals is that they give scant attention to theSEMIOTIC MEDIATION, DIALOGUE AND THE CONSTRUCTION OF KNOWLEDGE
co-construction of meaning, which is the most basic function that language performs and which may therefore reasonably be supposed to be the basis on [Insert page header here] 1SEMIOTIC MEDIATION, DIALOGUE AND THE CONSTRUCTION OF KNOWLEDGEGordon WeilsUniversity of California, Santa CruzWhen children SEMIOTIC MEDIATION, DIALOGUE AND THE CONSTRUCTION OF KNOWLEDGEances and the contexts in which they occur, it is reasonable to ask, as Chomsky (1965) does, how an infant of a few months could begin to make sense of this complexity or why she or he should even be motivated to do so. Yet, by the end of the second year of life, children in all societies have begun SEMIOTIC MEDIATION, DIALOGUE AND THE CONSTRUCTION OF KNOWLEDGE to communicate linguistically with their significant others, provided that there are no physiological or experiential impediments.In attempting to anSEMIOTIC MEDIATION, DIALOGUE AND THE CONSTRUCTION OF KNOWLEDGE
swer these questions, a number of scholars have adopted a phylogenetic perspective, arguing that the earliest language-using humans must have already [Insert page header here] 1SEMIOTIC MEDIATION, DIALOGUE AND THE CONSTRUCTION OF KNOWLEDGEGordon WeilsUniversity of California, Santa CruzWhen children SEMIOTIC MEDIATION, DIALOGUE AND THE CONSTRUCTION OF KNOWLEDGEe to have been a motive to make use of and refine the communicative potential of rapid, discrete vocalization that became possible with(Insert page header here] 5the physiological development of the vocal tract (Donald, 1991). Tomasello (2005) spells out this proposal from the point of view of ontog SEMIOTIC MEDIATION, DIALOGUE AND THE CONSTRUCTION OF KNOWLEDGEenesis:We propose that the crucial difference between human cognition and that of other species is the ability (0 participate with others in collaboraSEMIOTIC MEDIATION, DIALOGUE AND THE CONSTRUCTION OF KNOWLEDGE
tive activities with shared goals and intentions: shared intentionality. Participation in such activities requires not only especially powerful forms [Insert page header here] 1SEMIOTIC MEDIATION, DIALOGUE AND THE CONSTRUCTION OF KNOWLEDGEGordon WeilsUniversity of California, Santa CruzWhen children SEMIOTIC MEDIATION, DIALOGUE AND THE CONSTRUCTION OF KNOWLEDGEsentation for doing so. The result of participating in these activities is species-unique forms of cultural cognition and evolution, enabling everything from the creation and use of linguistic symbols to the construction of social norms and individual beliefs to the establishment of social instituti SEMIOTIC MEDIATION, DIALOGUE AND THE CONSTRUCTION OF KNOWLEDGEons (p.675).From a somewhat different ontogenetic perspective. Trevarthen (1979; Trevanhen & Hubley, 1978) gives an account of the development of thisSEMIOTIC MEDIATION, DIALOGUE AND THE CONSTRUCTION OF KNOWLEDGE
shared intentionality in terms of the development of primary and secondary intersubjectivity. Primary intersubjectivity emerges in the reciprocal beh[Insert page header here] 1SEMIOTIC MEDIATION, DIALOGUE AND THE CONSTRUCTION OF KNOWLEDGEGordon WeilsUniversity of California, Santa CruzWhen children SEMIOTIC MEDIATION, DIALOGUE AND THE CONSTRUCTION OF KNOWLEDGEhe object of their joint attention and action, In this latter stage, the object of attention has both material and symbolic functions. Radzikhovskii (1984) explains this latter form of intersubjectivity as follows:[T]he general structure of ontogenetically primary joint activity (or, more accurately SEMIOTIC MEDIATION, DIALOGUE AND THE CONSTRUCTION OF KNOWLEDGE, primaty joint action) includes at least the following elements: subject (child), object, subject (adult). The object here also has a symbolic functiSEMIOTIC MEDIATION, DIALOGUE AND THE CONSTRUCTION OF KNOWLEDGE
on and plays the role of the primary sign. In fact, the child's movement toward, and[Insert page header here] 6manipulation of. an object, even when hGọi ngay
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