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TOWARD AN INTEGRATION OF PIAGET AND VYGOTSKY: BILINGUAL CONSIDERATIONS

TOWARD AN INTEGRATION OF PIAGET AND VYGOTSKY: BILINGUAL CONSIDERATIONS TOWARD AN INTEGRATION OF PIAGET AND VYGOTSKY: BILINGUAL CONSIDERATIONSl BRUCE BAIN The unprejudiced study of human development reveals the urgent need for a more integrated understanding ofthat phenomenon. On the one hand, we have a detailed and concise map of the biologically rooted process of maturation in its evolution toward epistemic competence in the works of Jean Piaget. On the other hand, we have a penetrating analysis of how specific cultural-historical conditions give unique direction and meaning to that evolution in the works of Lev Vygotsky. Theoretical integration of these two works in spirit or in kind would provide a more balanced view of the developing child, one more in keeping with empirical and phenomenological evidences. Efforts large and small have been made to bring about this necessary unity [e.g., Werner (1926) Merleau-Ponty (1945) Politzer (1947) Wallon (1947) Luria and Yudovich (1959) Church (1961) Payne (1968) Wozniak (1972) Riegel (1973) Bain (1973) Schmidt (1973)]. The purpose of this paper is to offer a small insight into a possible direction which such a theoretical integration might take by presenting two studies on the course of development when children are raised and schooled in a bilingual manner. PIAGET AND VYGOTSKY http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Linguistics - An Interdisciplinary Journal of the Language Sciences de Gruyter

TOWARD AN INTEGRATION OF PIAGET AND VYGOTSKY: BILINGUAL CONSIDERATIONS

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Publisher
de Gruyter
Copyright
Copyright © 2009 Walter de Gruyter
ISSN
0024-3949
eISSN
1613-396X
DOI
10.1515/ling.1975.13.160.5
Publisher site
See Article on Publisher Site

Abstract

TOWARD AN INTEGRATION OF PIAGET AND VYGOTSKY: BILINGUAL CONSIDERATIONSl BRUCE BAIN The unprejudiced study of human development reveals the urgent need for a more integrated understanding ofthat phenomenon. On the one hand, we have a detailed and concise map of the biologically rooted process of maturation in its evolution toward epistemic competence in the works of Jean Piaget. On the other hand, we have a penetrating analysis of how specific cultural-historical conditions give unique direction and meaning to that evolution in the works of Lev Vygotsky. Theoretical integration of these two works in spirit or in kind would provide a more balanced view of the developing child, one more in keeping with empirical and phenomenological evidences. Efforts large and small have been made to bring about this necessary unity [e.g., Werner (1926) Merleau-Ponty (1945) Politzer (1947) Wallon (1947) Luria and Yudovich (1959) Church (1961) Payne (1968) Wozniak (1972) Riegel (1973) Bain (1973) Schmidt (1973)]. The purpose of this paper is to offer a small insight into a possible direction which such a theoretical integration might take by presenting two studies on the course of development when children are raised and schooled in a bilingual manner. PIAGET AND VYGOTSKY

Journal

Linguistics - An Interdisciplinary Journal of the Language Sciencesde Gruyter

Published: Jan 1, 1975

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