Vygotskian Theory and Case Study Design: A Fit of Theory and Methodology Scientific inquiry involves a search for patterns. Not surprisingly, there are many ways in which to conduct such a search. All offer advantages, and of course, disadvantages. In other words, there is no “best way,” as “best” is relative to the goals and orientation of the researcher. Language is ... Article
Article  |   April 01, 1997
Vygotskian Theory and Case Study Design: A Fit of Theory and Methodology
Author Affiliations & Notes
  • Anne van Kleeck
    Communication Sciences and Disorders University of Texas at Austin
Article Information
Articles
Article   |   April 01, 1997
Vygotskian Theory and Case Study Design: A Fit of Theory and Methodology
SIG 1 Perspectives on Language Learning and Education, April 1997, Vol. 4, 32-34. doi:10.1044/lle4.1.32
SIG 1 Perspectives on Language Learning and Education, April 1997, Vol. 4, 32-34. doi:10.1044/lle4.1.32
Scientific inquiry involves a search for patterns. Not surprisingly, there are many ways in which to conduct such a search. All offer advantages, and of course, disadvantages. In other words, there is no “best way,” as “best” is relative to the goals and orientation of the researcher. Language is learned and used in dynamic social contexts. Because of this, many scholars believe that language is best studied from a theoretical orientation that views all knowledge as being socially constructed. In this paper, case studies and more traditional group designs are compared and contrasted (see Table 1 on page 33 for a summary). Embedded in this discussion are examples of ways in which case studies are particularly well suited for research guided by a social constructivist (or Vygotskian) perspective. Some of the ways in which case studies vary are also explored, and the papers that were part of the “Language as Dynamic” panel are used as examples of these variations.
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