Vygotsky in Classroom Practice: Moving from Individual Transmission to Social Transaction

Abstract

Abstract In this chapter we present a case study of a third-grade bilingual classroom.1 The students in the class are primarily working-class Mexican children, and the school is located within their neighborhood in a southwestern city of the United States. We have selected this classroom for discussion not only because it presents a striking contrast to the rote-like, intellectually limiting instruction that characterizes working-class schooling (e.g., Anyon, 1980; Goodlad, 1984; Oakes, 1986) but because its activities do not fit well or easily into current discussions of “guided practice” or “assisted performance” derived from Vygotskian theory, especially from dyadic interpretations of his concept of the zone of proximal development. Hence this chapter demonstrates how practice can exceed, as well as inform and elaborate, our the oretical notions.

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