Policy and pedagogy with under-three year olds,
Journal Year:
2021,
Volume and Issue:
unknown, P. 95 - 112
Published: Jan. 1, 2021
The
aim
of
this
chapter
is
to
discuss
an
affective
pedagogy
closeness.
Closeness
brings
attention
relational
and
pedagogies
created
by
educators.
A
case
example
feeding
a
baby
as
activity
setting
discussed.
focus
educator,
Peta
identifies
respectful
mindful
approach
infant-toddlers.
provides
the
question
how
close
too
close?
This
was
further
extended
notion
closeness
in
Collaborative
forum.
educators'
expansive
discussions
extend
pedagogy.
For
example,
educators
commented
on
Peta's
creation
social
environment
during
feeding.
special
moment
intimate
relationship
between
educator
infant.
Language and Sociocultural Theory,
Journal Year:
2021,
Volume and Issue:
unknown
Published: Dec. 2, 2021
Analyzing
a
teacher’s
perezhivanie
shows
how
she
both
cognitively
and
emotionally
experiences
dramatic
events
the
mediation
provided
in
response
to
such
events,
uncovering
her
professional
development.
This
paper’s
objective
is
threefold:
(i)
illustrate
novice
English
refracts
contradictions
faces
when
practice
inquired
into
by
more
experienced
peer;
(ii)
analyze
quality
character
of
his
these
events;
(iii)
trace
shapes
Nine
classroom
observations
followed
post-observation
interviews
were
conducted.
The
findings
refraction
responsive
offered
allowed
(re)visit
(re)shape
identity
activity.
International Journal of Bilingual Education and Bilingualism,
Journal Year:
2019,
Volume and Issue:
25(1), P. 376 - 379
Published: Aug. 9, 2019
Sociocultural
theory
(SCT)
as
a
theoretical
lens
has
expanded
enduring
influence
in
L2
development
and
taken
hold
one
of
the
alternative
approaches
to
instructed
second
language
acquisition
sinc...
Discourse Studies in the Cultural Politics of Education,
Journal Year:
2021,
Volume and Issue:
44(2), P. 253 - 268
Published: Nov. 26, 2021
Research
framed
by
evolving
sociocultural
theories
have
been
fundamental
in
advancing
the
study
of
early
childhood
literacies.
More
recently
field
has
enriched
posthumanist
that
shifted
analytic
gaze
from
children's
participation
literacy
practices
and
events,
to
fluid
relationality
Concurrently,
neo-Vygotskian
scholars
advanced
cultural-historical
concepts
a
child
their
environment
unity.
This
paper
brings
thinking
into
dialogue
with
'more-than-human'
literacies
childhood.
Drawing
on
vignettes
generated
an
ethnography
involving
3–4-year-old
children,
explores
in-between-ness
young
children
socio-material
during
encounters
text,
seek
insights
emerging
idiosyncratic,
subjectively,
relationally
produced
experiences.
From
this
conceptual
space,
considers
ways
which
intention
orientation
emerge
text
how
micromoments
relations
can
be
sites
potential
transformation.
This
chapter
provides
a
critical
analysis
of
existing
cultural-historical
theorisations
contexts
and
presents
possible
directions
for
further
development
the
contemporary
childhood.
The
proposes
an
advanced
theoretical
model
through
concepts
social
environment,
situation
development,
inter/intra-psychological
drama
perezhivanie
(Veresov
in
Subjectivity
within
approach.
Springer,
pp.
61–86,
2019)
driven
by
Vygotsky's
framework
(Vygotsky
pedological
works:
Foundations
pedology.
Vol.
1,
2019;
L.S.
Pedological
Works.
Volume
2.
Problem
Age.
2021).
new
theoretically
frames
research
programs
presented
this
book.
IRAL - International Review of Applied Linguistics in Language Teaching,
Journal Year:
2024,
Volume and Issue:
unknown
Published: June 20, 2024
Abstract
This
study
examines
the
cognitive-emotional
dialectics
of
Chinese
learners
English
in
terms
both
speech
and
co-speech
gestures
their
second
language
development
within
lens
Vygotsky’s
sociocultural
theory.
qualitative
focuses
on
different
learning
contexts
analyzes
data
from
interviews
emotional
narrative
tasks
experience.
Overall
findings
showed
that
learners’
emotion
cognition
interacted
contexts,
worked
to
influence
cognition-emotion
participant’s
perezhivanie
.
implies
inextricable
unity
development,
emphasizes
role
shaping
perezhivaniya
Fórum Linguístico,
Journal Year:
2024,
Volume and Issue:
21(1), P. 10000 - 10015
Published: July 18, 2024
Este
artigo
tem
como
objetivos
principais
gerar
inteligibilidade
acerca
das
experiências
de
aprendizagem
língua
inglesa
vividas
por
um
grupo
alunos
Graduação
e
entender
o
processo
reconstrução
discursiva
dessas
vivências.
Com
tal
objetivo
em
vista,
emprega-se
a
categoria
perezhivanie
(experiência
afetiva)
com
intuito
entabular
teoricamente
papel
vivências
afetivas
nas
trajetórias
subjetivas
inglês.
Uma
sequência
entrevistas
semiestruturadas
foi
realizada
do
curso
Licenciatura
Química
Instituto
Federal
Maranhão
–
Campus
Codó.
Ambicionando
compreender
as
distintas
formas
nossas
se
materializam
discurso,
emprega-se,
neste
estudo,
Sistema
Avaliatividade
instrumento
análise
significado
avaliações
concretizadas
narrativas.
Os
resultados
análises
evidenciam
que
os
elementos
afetivos
desempenham
central
no
aprender-ensinar
inglês
avaliação
representa
canal
importante
(re-)construção
afetivas.
TESOL Quarterly,
Journal Year:
2024,
Volume and Issue:
unknown
Published: Sept. 15, 2024
Abstract
The
burgeoning
English‐medium
instruction
(EMI)
programs
have
aroused
worldwide
scholarly
interest
in
giving
language
support
for
EMI
subject
teachers
and
their
identity‐informed
professional
development.
This
study
explored
how
an
teacher's
identities
emotions
were
intricately
interlinked
before
after
his
co‐teaching
practice
with
English
as
a
foreign
(EFL)
teacher
at
university
Midwestern
China.
Ethnographic
tools
including
interviews,
observations,
small
talks
used
over
10‐month
collaborative
program.
findings
show
that
the
participant
interdependent
each
other
mediated
by
teaching
practice.
Futhermore,
emotional
attachment
to
enhancement
deep
engagement
contributed
(re)construction
of
content
teacher,
competent
user,
learning
facilitator.
participant's
was
explicated
perezhivanie
,
or
experience
previous
emergent
contexts.
highlights
primacy
reconstructing
supporting
experiences
training
education
programs.
Gláuks - Revista de Letras e Artes,
Journal Year:
2024,
Volume and Issue:
23(3), P. 79 - 97
Published: Feb. 29, 2024
O
presente
artigo
discute
a
intersecção
entre
cognição,
emoção
e
o
conceito
de
perezhivanie
na
compreensão
da
experiência
humana,
particularmente
no
que
respeita
à
aprendizagem
para
ensino
línguas,
com
base
nas
teorias
Lev
Vygotsky.
Exploramos
como
cognição
estão
estreitamente
ligadas,
influenciando
forma
percebemos
respondemos
ao
mundo
nosso
redor.
Nesse
sentido,
abordamos
um
prisma
por
meio
do
qual
indivíduo
refrata
–
emocional
cognitivamente
as
suas
experiências
plano
social,
modo
influenciar
seu
desenvolvimento.
Diante
disso,
examinamos
teoria
sociocultural
vygotskiana
pode
ser
aplicada
maneira
prática
formação
professores.
Para
tanto,
explicitamos
brevemente
método
genético
proposto
pelo
autor,
tratar-se
abordagem
pesquisa
análise
que,
sob
sua
ótica,
é
capaz
compreender
desenvolvimento
humano
assim
investigar
funções
psicológicas
superiores
se
desenvolvem
longo
tempo,
haja
vista
uma
estuda
origem
dessas
em
processo
evolução
mudança.
