Distributed language

Cowley, Stephen J.

doi:10.1075/bct.34.01cow

Cited by 75 publications

(98 citation statements)

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“…The perception-action cycle frames the general notion of language as something we do together (i.e., languaging), rather than transmission of ideas by decoding lexicon-grammar representations (i.e., language) (Cowley, 2011). In this view, language is a supplement to action-oriented cognition, as opposed to a primary and universal system built in the mind (Love, 2004).…”

Section: Distributed Language and Eco-dialogical Translanguagingmentioning

confidence: 99%

“…Further, from an eco-dialogical view, language is but one of many semiotic resources that can be appropriated in coordinative activities. Languaging is something we do together (Cowley, 2011); translanguaging is something persons from different cultures who share a language (either native or otherwise) engage in when they do something together (Zheng, 2012). It embodies the intrinsic foregrounding of coordinative activities over language alone.…”

Section: Introductionmentioning

confidence: 99%

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Eco-dialogical learning and translanguaging in open-ended 3D virtual learning environments: Where place, time, and objects matter

Zheng

Schmidt

et al. 2017

AJET

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The purpose of this research was to explore the relationships between design, learning, and translanguaging in a 3D collaborative virtual learning environment for adolescent learners of Chinese and English.We designed an open-ended space congruent with ecological and dialogical perspectives on second language acquisition. In such a space, sense-making is contingent on the relational dynamics of place, activities, and artefacts. These spaces encourage meaning-making in situ, manipulation of virtual objects within places, and coordination among players. Our investigation looked at how learners of Chinese and English collaborated on a project in which they decorated a virtual living room. The findings suggest that socioculturally bounded places afford unique learning opportunities. Firstly, learning occurred through referencing, which is the mutual clarification of a virtual object's meaning, position, and function, in relatively stabilised places, such as a museum, and secondly, learning occurred through coordination between verbal instruction and object manipulation in more adaptive places, which we call eco-dialogical learning. We also found a strong relationship between translanguaging and object manipulation. We conclude the paper from the perspective of how the eco-dialogical model resulted in designs that promoted cognition and interactivity.

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Section: Distributed Language and Eco-dialogical Translanguagingmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Eco-dialogical learning and translanguaging in open-ended 3D virtual learning environments: Where place, time, and objects matter

Zheng

Schmidt

et al. 2017

AJET

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“…Texts link people with each other, being external resources and cultural traditions. This idea comes from viewing language as ecological and dialogical (Cowley, 2011). By ecological it means that organism and environment are inseparable and language is neither localized within a person nor a property of the environment.…”

Section: Text As Affordancesmentioning

confidence: 99%

Linguistic sign and reading as text creating activity

Karamalak

Pesina²

2017

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The article is devoted to the theoretical understanding of linguistic sign functioning in the process of semiosis within the framework of cognitive paradigm. It discusses the process of sign formation from the anthropological perspective, reviews the traditional treatment of a linguistic sign theory, postulating the continuity of the signified and the signifier, presents a critic argument concerning "information transfer". Moreover, it expands F. de Saussure's understanding of a linguistic sign and reconsiders the psychological part of a linguistic sign into a mnemonic structure, explaining semiosis differently. The current paper criticizes the viewpoint according to which a reader is considered as a passive recipient. On the opposite it suggests that a reader is an active member of the interpretation process who generates the meaning of the linguistic sign in a personal and creative way. Reading is realized as a complex psychological process, connected with speech and different kinds of perception (acoustic, visual, spatial, cognitive, and so on.). This implies an action from the part of the reader. The process of reading integrates perception, attention, memory, and thinking. Obviously, reading is a hyper active phenomenon.

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“…To understand how readers use language in this transaction for responding to texts and rewriting events from a text, in this article, I draw on enactivisit theories of "languaging" (Cowley, 2011;Linell, 2009) that go beyond structuralist theories of language as a code system to focus on how language is used to create relationships through collaborative interactions with others (Agha, 2007;Cappuccio & Froese, 2016;Garcia & Wei, 2014;Linell, 2009;Madsen, 2016). I illustrated the application of a "languaging" perspective to analyze examples of four high school students' rewriting of events in different stories from The Things They Carried (O'Brien, 1990).…”

Section: Introductionmentioning

confidence: 99%

“…It draws on "enactivist" theory of languaging, an approach to language that focuses on its use as social actions to enact and build relationships with others (Cowley, 2011;Linell, 2009). The focus is on "in-between" meanings constituted by "shared intentionality" (Di Paolo & De Jaegher, 2012) …”

mentioning

confidence: 99%

Students' Use of Languaging in Rewriting Events from The Things They Carried

Beach

2017

Dialogic Pedagogy Journal

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This article describes high school students' responses to events in the novel, The Things They Carried, leading to their collaborative rewriting to create their own narrative versions of these events. It draws on "enactivist" theory of languaging, an approach to language that focuses on its use as social actions to enact and build relationships with others (Cowley, 2011;Linell, 2009). The focus is on "in-between" meanings constituted by "shared intentionality" (Di Paolo & De Jaegher, 2012) in readers' transactions with authors' portrayals of events in texts as well as in responding to uses of languaging in characters' interactions. Analysis of four students' rewriting events from the novel indicated that they drew on their responses to the novel to portray tensions in their characters' interactions as well as their ownexperiences of coping with these tensions. Students also benefitted from collaboratively creating their narratives through sharing their different perspectives on events in the texts, suggesting the value of using collaborative rewriting activities to enhance students' literary responses and awareness of how languaging functions to enact relationships.

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Distributed language

Cited by 75 publications

References 0 publications

Eco-dialogical learning and translanguaging in open-ended 3D virtual learning environments: Where place, time, and objects matter

Eco-dialogical learning and translanguaging in open-ended 3D virtual learning environments: Where place, time, and objects matter

Linguistic sign and reading as text creating activity

Students' Use of Languaging in Rewriting Events from The Things They Carried

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