Applying Vygotskian Developmental Theory to Language Intervention The developmental theory of L.S. Vygotsky is one that is particularly well suited to clinical application. Vygotsky viewed social interaction as essential for the development of individual functioning. His theory is thus especially relevant to language intervention, in which clinicians attempt to influence children’s development through interaction. In this article, ... Research Article
Research Article  |   April 01, 1996
Applying Vygotskian Developmental Theory to Language Intervention
 
Author Affiliations & Notes
  • Phyllis Schneider, PhD
    Department of Speech Pathology and Audiology, University of Alberta, 2–70 Corbett Hall, Edmonton, Alberta T6G 2G4, Canada
  • Ruth V. Watkins
    University of Illinois at Urbana-Champaign, Urbana, IL
Article Information
Language Disorders / Research Articles
Research Article   |   April 01, 1996
Applying Vygotskian Developmental Theory to Language Intervention
Language, Speech, and Hearing Services in Schools, April 1996, Vol. 27, 157-170. doi:10.1044/0161-1461.2702.157
History: Received June 6, 1994 , Accepted June 13, 1995
 
Language, Speech, and Hearing Services in Schools, April 1996, Vol. 27, 157-170. doi:10.1044/0161-1461.2702.157
History: Received June 6, 1994; Accepted June 13, 1995

The developmental theory of L.S. Vygotsky is one that is particularly well suited to clinical application. Vygotsky viewed social interaction as essential for the development of individual functioning. His theory is thus especially relevant to language intervention, in which clinicians attempt to influence children’s development through interaction. In this article, we present key notions from Vygotsky’s developmental theory and applications of this theory to assessment. We then discuss applications to language intervention in clinical settings using examples from intervention with a child who has language impairments.

ACKNOWLEDGMENTS
Portions of this article were originally presented as part of a short course, “Vygotskian Developmental Theory and Language Intervention,” at the American Speech-Language-Hearing Association Annual Convention, November 1991. The authors’ names are listed alphabetically; however, both authors contributed in equal amounts to the collaboration. The authors would like to thank Anne van Kleeck, Bonnie Brinton. and Wayne Secord for their comments on the article.
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