Abstract

The present case study is inspired by preliminary observations of a young adolescent’s use of private speech within pretend play to develop disciplinary knowledge in the home domain. Using audio-recordings of the learner’s pretend play as a starting point, followed by informal conversations with her, the parent-as-researcher investigates the learner’s choice and use of mediational tools and texts as she engages with disciplinary contents and navigates disciplinary challenges. The findings indicate that the informant uses a combination of mediational tools and texts, both digital and non-digital, as part of her disciplinary literacy practices. Interestingly, she also uses vocalized private speech within the privacy of her pretend play to develop, extend and practise her disciplinary language and literacy skills. It is argued that the informant authors her personal learning space as an empowered and an increasingly autonomous learner by choosing and using different mediational tools and texts, each of which has its own affordances. It is also argued the informant’s choice and use of each of the mediational tools and texts available to her are shaped and constrained by the physical environment which she inhabits.

摘要

本案例研究的灵感来自对一名年轻青少年在假装游戏中使用私人演讲来发展家庭领域的学科知识的初步观察。使用学习者假装游戏的录音作为起点，然后与她进行非正式对话，作为研究人员的家长调查学习者在参与学科内容和应对学科挑战时对调解工具和文本的选择和使用。调查结果表明，线人使用调解工具和文本的组合，包括数字和非数字，作为她的学科素养实践的一部分。有趣的是，她还在假装游戏的私密性中使用发声的私人演讲来发展、扩展和练习她的学科语言和识字技能。有人认为，线人通过选择和使用不同的中介工具和文本，将她的个人学习空间作为一个有能力和越来越自主的学习者，每一个都有自己的可供性。也有人认为，线人对她可用的每一种调解工具和文本的选择和使用受到她所居住的物理环境的影响和限制。