Understanding Development Through the Perezhivanie of Learning

Veresov, Nikolai; Mok, Nelson

doi:10.4324/9781315624747-6

Cited by 33 publications

(11 citation statements)

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“…Therefore, I propose an additional conceptualization-TL as dialogic interaction-which would account for recent understandings of TL as a complex sociocultural process (Cross, 2010;Faez, 2011;Johnson, 2009;Lantolf, Poehner & Swain, 2018;Lee, Murphy, & Baker, 2015;Richards, 2008). This perspective would acknowledge that TL is inextricably connected to factors such as personal and institutional histories and ecologies (Donato & Davin, 2018;Johnson & Golombek, 2018); social interactions in the workplace and beyond; the aff ective dimension (Veresov & Mok, 2018) and its impact on TL. TL as a sociocultural activity is not confi ned to individual teacher cognition but is interactively constructed by a group of agents in a classroom, in a school, and in the larger sociopolitical context.…”

Section: Discussionmentioning

confidence: 99%

"Batting the Piñata and Swallowing Camels": Teachers Learn to PBLA in the Absence of Dialogic Interaction

Desyatova¹

2018

TESL Canada

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This article analyzes teacher professional development (PD) mandated by the implementation of portfolio-based language assessment (PBLA) in government-funded adult language learning programs in Canada. Through the lens of conceptualizations of teacher learning (TL), the study examined PBLA teacher-trainingmaterials, 247 teacher surveys, and participant interviews pertaining to two contrasting cases. The analysis of teacher experiences in PBLA PD revealed limited theoretical and empirical connections to recent developments in second language teacher education (SLTE). While current SLTE research emphasizes self-directed TL, the PBLA train-the-trainer model demonstrates top-down knowledge transmission with a potentially undermining evaluative component. The hierarchical transmission of knowledge created for teachers without opportunities for knowledge building by teachers contradicts current understandings of TL as a complex sociocultural activity. Limited effectiveness of PBLA as a TL experience may be further diminished by its potential use for punitive surveillance, as demonstrated in the extreme case analysis. As a result of this study, Richards and Farrell’s conceptualizations of TL were complemented with an additional perspective informed by sociocultural theory—TL as dialogic interaction. The disconnect of PBLA vision and practice from current SLTE requires further research and attention from policymakers. Cet article analyse le perfectionnement professionnel (PP) des enseignants tel que mandaté par la mise en œuvre de l’évaluation linguistique basée sur le portfolio (ELBP) dans le contexte des cours de langue pour adultes fi nancés par le gouvernement du Canada. À la lumière des conceptualisations de Richards et Farrell en matière de formation des enseignants, l’étude analyse le matériel de formation des enseignants de l’ELBP ainsi que 247 sondages d’enseignants et des entrevues de participants portant sur deux études de cas contrastantes. L’analyse des expériences des enseignants dans le domaine du PP en lien avec l’ELBP a révélé une pénurie de liens théoriques et empiriques avec les développements récents dans le domaine de la formation des enseignants en anglais langue seconde (SLTE). Alors que les recherches actuelles en matière de SLTE mettent l’accent sur le PP autogéré, le modèle the formation des formateurs de l’ELBP se caractérise par une approche descendante de la transmission du savoir accompagnée d’une composante d’évaluation potentiellement affaiblissante. La transmission hiérarchique du savoir créée pour des enseignants qui n’ont pas de possibilités d’accumuler eux-mêmes des connaissances contredit les conceptions actuelles du PP comme activité socioculturelle complexe. L’efficacité limitée de l’ELBP comme expérience de PP pourra se voir réduire encore davantage par l’utilisation potentielle de surveillance à des fins punitives, tel que le démontre l’analyse de cas extrêmes. À la suite de cette étude, les conceptualisations de PP de Richards et Farrell ont acquis une nouvelle dimension inspirée par la théorie socioculturelle—le PP comme interaction dialogique. L’écart entre la vision et la pratique en ELBP dans le domaine de la formation des enseignants en anglais langue seconde exige des études plus poussées et doit attirer l’attention des décideurs politiques.

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Section: Discussionmentioning

confidence: 99%

"Batting the Piñata and Swallowing Camels": Teachers Learn to PBLA in the Absence of Dialogic Interaction

Desyatova¹

2018

TESL Canada

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“…Perezhivanie , frequently translated as “lived experience” or “emotional experience” in English (Blunden, 2016), has recently gained considerable attention in the fields of education and psychology (Fleer et al., 2017). In fact, perezhivanie is more of a complex psychological phenomenon than merely an emotional experience, and different psychological processes are interrelated with each other (Veresov & Mok, 2018). Perezhivanie remains a tantalizing and controversial concept, if for no other reason than it was not fully incorporated into Vygotsky's broader theoretical system due to his early death at age 38.…”

Section: Perezhivanie Sociocultural Theory and L2 Developmentmentioning

confidence: 99%

The effect of the cognitive–emotional dialectic on L2 development: Enhancing our understanding of perezhivanie

Zhang

2023

The Modern Language Journal

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The affective turn in the second language (L2) acquisition literature has witnessed a shift from the periphery to a clear focus on emotions. Nevertheless, this shift tends to examine emotion separately from cognition. Vygotsky's perezhivanie provides a theoretical lens to explore the inextricable interconnectedness of emotion and cognition in a dialectical and nonreductionist way. This article investigates the concept of perezhivanie in two Chinese learners of L2 Japanese and its relevance for their language development. Data mainly collected through interviews and narrative journals were thematically analyzed. The study demonstrates how cognition and emotion dialectically foreground one another (i.e., one gains an upper hand over the other), thus shaping each learner's unique perezhivanie as they undertook to learn Japanese. The study showed that the two students had their own purposes for learning Japanese and that affect functioned as both facilitator and inhibitor of the learning processes. Interestingly, this study does not support the notion that negative affect results in a lack of development and that positive affect always leads to development. It also emphasizes that negative and positive affect constitute a dialectical process.

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“…L2 student engagement with written feedback is not monolithic or immutable in nature but instead it is highly responsive to individual and contextual characteristics that are non‐static and subject to change. From an SCT‐informed perspective, individual perezhivanie (i.e., lived experience) determines each student’s unique social situation of development, which defines what could potentially develop (e.g., abilities to engage with feedback) during a particular period relative to a particular person and the forces that motivate the development (Mok, 2015; Veresov & Mok, 2018), taking the individual and environment as a single complex entity rather than two separate parts (Vygotsky, 1994). Thus, L2 student engagement with written feedback should be viewed as a mutable, situated state that can change over time.…”

Section: Theorizing L2 Student Engagement With Written Feedback From ...mentioning

confidence: 99%

“…Additionally, it is in understanding individual perezhivanie and the social situation of development that we are able to probe the underlying mechanisms of engagement. From a Vygotskian perspective, L2 students are dialectically linked to the environments – e.g., contextual characteristics affect development and personal characteristics participate in a particular perezhivanie (Veresov & Mok, 2018). When L2 students engage with written feedback, it is the dialectical interaction between individual student and the context (in which feedback is provided, processed, and used) that constitutes the moving force for new development to occur.…”

Section: Theorizing L2 Student Engagement With Written Feedback From ...mentioning

confidence: 99%

Researching L2 Student Engagement with Written Feedback: Insights from Sociocultural Theory

Mao

Lee

2021

TESOL Quarterly

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While student engagement is central to connecting feedback provision with learning outcomes and has significant value for unlocking the learning potential of feedback, the extant research on student engagement with written feedback is not only scant but also under‐theorized. This article explores the potential of sociocultural theory (SCT) for theorizing the notion of L2 student engagement with written feedback and furthering research on the topic. Using a number of concepts in SCT, we attempt to theorize this construct and propose an integrative sociocultural framework that draws particular attention to the nature of engagement (i.e., core characteristics of engagement) and its underlying mechanisms (i.e., mediating factors in engagement). We then outline two research areas that are key to broadening current scholarship and examine methodological issues in research on L2 student engagement with written feedback. The article contributes to broadening the knowledge base of this burgeoning research area and stimulating further work on it.

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Understanding Development Through the Perezhivanie of Learning

Cited by 33 publications

References 1 publication

"Batting the Piñata and Swallowing Camels": Teachers Learn to PBLA in the Absence of Dialogic Interaction

"Batting the Piñata and Swallowing Camels": Teachers Learn to PBLA in the Absence of Dialogic Interaction

The effect of the cognitive–emotional dialectic on L2 development: Enhancing our understanding of perezhivanie

Researching L2 Student Engagement with Written Feedback: Insights from Sociocultural Theory

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