A conceptual dimension of language education: a Vigotskian approach

Abstract

This article discusses the conceptual appropriation of language education, aiming to address two concerns: ‘What does it mean to educate through language?’, and ‘What is conceptual appropriation of language education?’. Hence, the article presented herein has been configured as a qualitative approach, gathering empirical data that composes the documentary units prepared by the Grupo de Pesquisa Cultura Escrita e Escolarização (Written Culture and Schooling Research Group). Data analysis is based on L.S. Vygotski’s Collected Works, translated from Russian to Spanish. The discussion results in an argumentation that favors capturing (or recapturing) the aforementioned conceptual appropriation of language education, based on a configuration that effectively highlights inter-subjectivity. In order to delineate the proposed argument, it is necessary to problematize the following: (i) taxonomic and/or normative approaches hidden behind social practices; (ii) objectification paths leaning towards genres of discourse; (iii) scientific approach applied to the grammatical treatment; and (iv) denial of such treatment, from any perspective. The Vigotskian focus is based on an epistemic approach towards language education, thus, on the understanding that the correlation between daily and scientific concepts is a nodal issue inherent to the self-regulation process applicable to the use of language.