ABSTRACT

The complementary theories of Vygotsky, Halliday, and Bernstein are applicable in all fields of human activity. Our interest is in the education field, specifically pedagogy for marginalized students. In analyzing classroom interactions, we draw on all three theories. From these comes an understanding of the broadest goals of education, that is culture and social inclusion, and the central role of language in participation in activity systems. In this paper, we expand on the aspects of the complementary theories drawn on for our work. Through extracts of classroom dialogue, we demonstrate how the theories support our tracking of effective pedagogy.

摘要

维果斯基，哈利代和伯恩斯坦的互补理论适用于人类活动的所有领域。我们的兴趣在于教育领域，特别是针对边缘化学生的教学法。在分析课堂互动时，我们借鉴了所有三种理论。由此，我们可以理解教育的最广泛目标，即文化和社会融合，以及语言在参与活动系统中的核心作用。在本文中，我们扩展了为我们的工作所借鉴的互补理论的各个方面。通过课堂对话摘录，我们演示了理论如何支持我们对有效教学法的跟踪。