| 回 |
内容 |
| 1 | Introduction |
| 2 | 1. Situating Vygotsky Historically: A Biographical Account (pp.14-23) |
| 3 | 1. Situating Vygotsky Historically: The Troika (pp.24-33) |
| 4 | 1. Situating Vygotsky Historically: Developmental Schemes (pp.34-44) |
| 5 | 2. Reading in Two Languages: The Spanish-Language Classroom (pp.45-56) |
| 6 | 2. Reading in Two Languages: Assessment through Instruction (pp.57-68) |
| 7 | 2. Reading in Two Languages: Duscussion (pp.69-81) |
| 8 | 3. Bilingual Subjectivity in the Mediation of Thinking: Incipient Biliteracy (pp.82-92) |
| 9 | 3. Bilingual Subjectivity in the Mediation of Thinking: Ideologies and Subjectivities (pp.93-103) |
| 10 | 3. Bilingual Subjectivity in the Mediation of Thinking: Trajectories for Educational Development (pp.104-115) |
| 11 | 4. Living Knowledge in Practice: Introduction (pp.116-125) |
| 12 | 4. Living Knowledge in Practice: Designing a Mediating System (pp.126-135) |
| 13 | 4. Living Knowledge in Practice: Recontextualizing Funds of Knowledge (pp.136-146) |
| 14 | 4. Living Knowledge in Practice: ZPD as Discursive Space (pp.147-157) |
| 15 | Conclusion |