Vygotsky, Hasan and Halliday: towards conceptual complementarity

David Kellogg*, Jiyeong Shin

*Corresponding author for this work

    Research output: Contribution to journalArticlepeer-review

    Abstract

    Vygotsky measured his ‘zone of proximal development’ in years. To do this, he needed a scheme of age periods, and a set of tasks that could diagnose the next age period without defining it. In this paper, we compare the age periods in his late lectures with Halliday’s categories of logico-semantic expansion as used by three adolescent writer/speakers. We find that the tendency to elaborate and embed clauses grows with expertise, while the tendency to tell stories wanes. We take this as evidence of the development of synoptic-dynamic complementarity in adolescents – and also in the theories of Halliday and Vygotsky.

    Original languageEnglish
    Pages (from-to)287-306
    Number of pages20
    JournalBritish Journal of Educational Studies
    Volume66
    Issue number3
    Early online dateAug 2017
    DOIs
    Publication statusPublished - 2018

    Bibliographical note

    This article was originally published with errors. This version has been corrected. Please see Corrigendum (https://doi.org/10.1080/00071005.2017.1369682)

    Keywords

    • adolescent
    • Halliday
    • logico-semantic relations
    • Vygotsky
    • zone of proximal development

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