This paper evaluates Look Glass Neighborhood（LGN）, an educational after-school program being experimented in San Diego, California. Following the theories of Vygotskian psychology and the ＂Fifth-Dimension＂ educati...This paper evaluates Look Glass Neighborhood（LGN）, an educational after-school program being experimented in San Diego, California. Following the theories of Vygotskian psychology and the ＂Fifth-Dimension＂ education model, LGN aims at improving bilingual children＇s literacy via interactive games and letter writing activities. Based on previous studies on first language acquisition over past decades, the paper first discusses the inadequacy of research on child narrative development, especially in terms of the lack of attention to bilingual children and the insufficient discussion on applying first language acquisition theories to early literacy education. Then, it demonstrates the unique designs of the ＂Looking Glass Neighborhood＂program by a qualitative analysis of ethnographic data from two elementary school bilingual participants in the program, explicating the program＇s focuses on the interactions between oral performance and content-focused co-writing activities. Finally, the paper explores the possibility to embed some design elements of LGN such as content-based, co-writing activities and indirect oral corrective feedback into China＇s current kindergarten and elementary EFL curriculums.展开更多
The case of a 67-year-old man,who had a year-and-a-half long psychotherapy with the author of this article,is presented to illustrate the process of negotiation between client and therapist about the meaning of his sy...The case of a 67-year-old man,who had a year-and-a-half long psychotherapy with the author of this article,is presented to illustrate the process of negotiation between client and therapist about the meaning of his symptoms.Mr.B’s symptoms were intrusive pictures of a sexual nature,pointing towards obsessive-compulsive disorder.However,he had a number of psychotic breakdowns throughout his life and had been diagnosed as schizophrenic on several occasions.The exploration revealed that his construing of his symptoms-and,more so,his construing of self-were highly influenced by his 12 years of psychoanalytic psychotherapy.He was pre-emptively holding onto this framework,which might be explained by his limited ability to organize his experience around a functioning core identity.One of the lessons for the psychotherapist was about limitations in the person’s ability to change.Some experiences might have occurred in formative years-whatever they may be-and work like imprinting(or“freezing of the meaning-making process”),which made the constructs developed at that time held on to as if“life depends upon them”.In the case presented,both client and therapist moved slowly(if at all)towards re-construing of the disorder,respecting the existing framework that had almost become an identity.The main therapeutic tool was the psychotherapeutic relationship that worked as a“container”for a very fragile self.展开更多
文摘This paper evaluates Look Glass Neighborhood（LGN）, an educational after-school program being experimented in San Diego, California. Following the theories of Vygotskian psychology and the ＂Fifth-Dimension＂ education model, LGN aims at improving bilingual children＇s literacy via interactive games and letter writing activities. Based on previous studies on first language acquisition over past decades, the paper first discusses the inadequacy of research on child narrative development, especially in terms of the lack of attention to bilingual children and the insufficient discussion on applying first language acquisition theories to early literacy education. Then, it demonstrates the unique designs of the ＂Looking Glass Neighborhood＂program by a qualitative analysis of ethnographic data from two elementary school bilingual participants in the program, explicating the program＇s focuses on the interactions between oral performance and content-focused co-writing activities. Finally, the paper explores the possibility to embed some design elements of LGN such as content-based, co-writing activities and indirect oral corrective feedback into China＇s current kindergarten and elementary EFL curriculums.
文摘The case of a 67-year-old man,who had a year-and-a-half long psychotherapy with the author of this article,is presented to illustrate the process of negotiation between client and therapist about the meaning of his symptoms.Mr.B’s symptoms were intrusive pictures of a sexual nature,pointing towards obsessive-compulsive disorder.However,he had a number of psychotic breakdowns throughout his life and had been diagnosed as schizophrenic on several occasions.The exploration revealed that his construing of his symptoms-and,more so,his construing of self-were highly influenced by his 12 years of psychoanalytic psychotherapy.He was pre-emptively holding onto this framework,which might be explained by his limited ability to organize his experience around a functioning core identity.One of the lessons for the psychotherapist was about limitations in the person’s ability to change.Some experiences might have occurred in formative years-whatever they may be-and work like imprinting(or“freezing of the meaning-making process”),which made the constructs developed at that time held on to as if“life depends upon them”.In the case presented,both client and therapist moved slowly(if at all)towards re-construing of the disorder,respecting the existing framework that had almost become an identity.The main therapeutic tool was the psychotherapeutic relationship that worked as a“container”for a very fragile self.
