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The Role of Languaging in Creating Zones of Proximal Development (ZPDs): A Long-Term Care Resident Interacts with a Researcher*

Published online by Cambridge University Press:  07 December 2010

Sharon Lapkin ,
Merrill Swain  and
Paula Psyllakis
Sharon Lapkin*
Affiliation:
Ontario Institute for Studies in Education/University of Toronto
Merrill Swain
Affiliation:
Ontario Institute for Studies in Education/University of Toronto
Paula Psyllakis
Affiliation:
Ontario Institute for Studies in Education/University of Toronto
*
†Correspondence and requests for offprints should be sent to / La correspondance et les demandes de tirés-à-part doivent être adressées à: Sharon Lapkin, Ph.D., Ontario Institute for Studies in Education, University of Toronto, 252 Bloor Street West, Toronto, ON M5S 1V6 ([email protected])
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Abstract

This article addresses the question: What is the role of languaging – the shaping and organizing of higher mental processes through language – in emerging zones of proximal development (ZPDs) co-created by two adults? The two adults are a resident in a long-term care facility (Mike) and a researcher. A ZPD is an ongoing cognitive/affective activity in which learning and development occur as participants interact. This process is mediated by languaging. Through a microgenetic analysis of selected representative excerpts from 11 one-on-one sessions, we illustrate how the interactions between Mike and the researcher create a positive affective context which affords multiple opportunities for ZPDs to emerge. During the emergent ZPDs, we observe how languaging brings together the cognitive and affective components essential for the participant’s continued development. Over time, Mike reclaims lost expertise and takes on new complex cognitive challenges. Outcomes for Mike include both cognitive development and enhanced self-esteem.

Résumé

“Cet article traite de la question: Quel est le rôle du <languaging> (la mise en mots) – l’élaboration et l’organisation des processus mentaux supérieures par la langue – dans les zones émergents de développement proximales (ZDPs) co-crée par deux adultes ? » Les deux adultes sont Mike, un résident dans un établissement de soins de longue durée, et un chercheur. Un zone proximale de développement (ZPD) est un processus continu cognitive/affective dans lequel l’apprentissage et le développement se produisent quand les participants interagissent. Ce processus est medié par le langage. Grâce à une analyse microgénétique d’extraits representatifs selectionnés à partir de 11 seances, nous illustrons comment les interactions entre Mike et le chercheur ont crée un contexte affectif et positif qui offre des possibilités multiples de ZDPs à émerger. Comme les ZDPs émergent, nous observons comment le <languaging> rassemble les composantes cognitives et affectives essentielles afin que le développement du participant peut continuer. Au fil du temps, Mike récupère l’expertise perdu et entreprend de nouveaux défis cognitivement complexes. Les résultats pour Mike comprennent à la fois le développement cognitif et un meilleur amour-propre.

Keywords

(mise en mots)communicationpersonnes âgéeszone proximale de développementaffect positifamélioration des fonctions cognitiveslanguagingcommunicationolder adultszone of proximal developmentpositive affectcognitive improvement
Type
Articles
Information
Canadian Journal on Aging / La Revue canadienne du vieillissement , Volume 29 , Issue 4 , December 2010 , pp. 477 - 490
Copyright
Copyright © Canadian Association on Gerontology 2010

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Footnotes

*

This research was made possible by a grant to Merrill Swain and Sharon Lapkin from the Social Sciences and Humanities Research Council of Canada (No. 410-04-2099). We are grateful to the participant and staff of the long-term care facility for their collaboration. We also wish to acknowledge, with thanks, feedback on earlier drafts of this article from Jim Lantolf, Iryna Lenchuk, Kyoko Motobayashi, Linda Steinman, and Nancy Wise.

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