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Cai Lin

Maria Estvez
Maria Casas
Irene Banyeres

Story

Concept

Cai Lin wakes up in her new home, in her


new country. She is a little bit disorientated
and wants to go to the bathroom, but,
when she enters, she finds it really hard to
brush her teeth because the sink is too tall
for her height. However, her parents want
her to get used to solving new problems in
relation to the new culture and country,
therefore, they ask Cai Lin and provoke her
to think which would be the best solution
for this problem, considering that there is a
stool besides her.
Finally, Cai Lin understands the function of
the tool, and by herself, uses it to brush her
teeth. The parents have reached their
objective.

Mediation
In this case, the educational agents of the
education of Cil Lin are her parents. Here
they use some tools and strategies to make
her think and solve problems by herself
instead of doing everything themselves and
let her enter in a spiral of -I am not from
this village or country, so I can not do many
things. This situation could be happening
anywhere in the world.

Cai lin arrives to the school, enters her


classroom and observes the diversity of
people and the differences between her
culture and the new one. She observes
that the tables are joint together, and that
all the children get to sit on a chair next to
each other. Also, she watches the different
outfits of the children, and the physical
differences, as well as observing that
everyone is called by their first name and
have a more familiar touch.
Then, she meets a boy, Bernat, who asks
her about her eyes, because he finds it
strange, due to the fact that there is no
other asiatic children in the classroom.

Context

Cai lin confesses to the boy that she is


afraid of not fitting in, and Bernat gives her
some tips and advices in order to make it
easier for her to include in the classroom.
He explains her that in this country
everyone is called by the first name, even
the teacher, so she must call him Bernat.

Interaction

Cai Lin learns through the classroom


environment and new things she sees in it,
comparing it to the one she has known until
now, the chinese.
As the context changes, the way of
interaction, learning and living does it as
well and at the same pace; so cognitive
processes change along historic and
sociocultural contexts.
Cai Lins development is made thanks to
the interaction she has with her new
surrounding, this is interconnected with the
contextual influence she has in her daily
life.
So as Rogoff said To understand one
person's psychological traits we must study
the contexts in which he/she participates.

As Vygotsky said the basis for human


development are social interactions.
Cai Lin is new in town, and so as well in the
school. One of the first things she does
after analyzing all that is new to her, is

Also, he tells her that to present herself


she must be relaxed and familiar to the
classmates, as well as greeting the
everyone without bowing, only saying
hello.

talking to another boy, someone who she


knows will later form her group of peers.
Educational interactions are necessary for
the development of Cai Lin in her new life,
as well as interpersonal interactions, thats
why we have exogenous and endogenous
interactions; external affairs affect her and
are analyzed by herself. So as Rogoff said
Development is a consequence of social
interaction.
As we will find in the Participatory
Appropriation vignette, the development of
the behaviour and the adaptation to the
new culture, appears twice; first in the
social level and then in the individual level.
This transposition, according to Vygotsky
again,
occurs
due
to
educational
interactions
through
participation
in
culturally organized activities.

Later on, they start talking about their


different ways of living and compare
language, food, symbols they do, and other
items related to their culture. For example,
they comment that the chinese language is
much more difficult than the spanish or
catalan one, due to the fact that it has
more items to take into account while
learning it. Also, in China, the calligraphy is
of great importance, because to have a
refined way of writing means that you are
well educated.
When Cai Lin explains this to Bernat, he
surprises and tells her that the way of
writing is not that important in here, and he
gives and example: my father is a well
considered doctor, a lot of people
appreciate him, but none of them
understand the meaning of his words when
he writes.

Mediation instruments
Mediation instruments, like language,
symbols and cultural tools, are very
important for someone who is new in a
culture or a country. These instruments are
the ones which represents this culture or
country, so appropriating them means
starting to develop in this new culture and
become fully part of it. So with this we
become able to solve problems and
interact appropriately into a culture.
For Cai Lin is surprising how different
things are from China, but for Bernat is vice
versa.

Then the teacher gets the students Guided participation


attention and starts to explain a welcoming
It stresses the mutual involvement of
activity for Cai Lin, which consists of doing individuals and their social partners.
a circle with all the classmates and each Focuses on

child has to say his/her name and one


hobby. The others must remember it and
say their own.
However Cai lin does not understand the
word hobby and the children of the class
help her to know what it is and to be able
to open up to them.

interpersonal arrangements, engagements


involved in the activity as they fit in
sociocultural
processes. They are coherent with the
sociocultural practices belonging to this
activity.
It is a process by which people manage
their own and others roles and structure
Maria tia super xula la relacio de caligrafia situations, in
amb el pare del bernat doctor!!! mha which they observe and participate. The
agrdat molt
process of communication and coordination
are
central. New members are active in their
attempts to participate and put themselves
in a
position (to) of participation.
Emphasizes
routine,
implicit
communication, arrangements between
children and their
companions, associated with cultural
values
However, during the break time, Cai Lin
confesses to her new classmates that she
has never climbed a slide because she has
never seen any, and at first she is afraid of
it. This comment makes the children from
the classroom to laugh at her, so she feels
very ashamed, and starts to cry. Then, the
classmates get surprised for her reaction
and promise her to help her to lose her fear
and every day they go with Cai Lin to the
slide and make her raise one step further
to the slide, until she finally achieves it.

Scaffolding
Scaffolding structure: Its a
kind of help that has as
requisite its own progressive
disassembling. Characteristics:Adjustable
Temporal
Audible and visible

The parents day has come, and Cai Lins


mother wonders about her development,
as wants to know how is she doing at
school. Therefore she demands a meeting
with her teacher, and when she gets to talk
with him, she is surprised to know that the
teachers have noticed that Cai Lin has
gotten into a deep process of change and
improvement, thanks to the activities done
in the class with the classmates.

Apprenticeship
Is the personal process by which, through
engagement in a social and cultural
organized activity, individuals change, and
handle (later) posterior situations. Due to
the previous
participation children are prepared to cope
with similar circumstances.
Apprenticeship is
focused on
the
community and institutional aspects that
define the nature of the practices in which

persons are engaged.


THIS IS A PROCESS OF BECOMING
rather than a process of knowledge
acquisition. Is the process by which a
person becomes an active member of a
community.

The major festival of Cai Lins village is


celebrated by the school, doing workshops
all day in relation to the traditional actions
of the village. The workshops are about
traditional dances, like sardanes and
gitanes, sports, like castellers, parades,
like capgrossos, and other traditional
activities. At first, Cai Lin does not know
what is happening, and she is afraid of not
doing it well. While she is trying to dance
sardanes, the teacher who is monitoring
the workshop, realizes that she has more
difficulty to learn this dance than others,
because she has never seen it before.
Then, he asks her, which are the common
traditional dances in China, and she does a
demonstration of one of them. They finally
decide to add some parts of Cai Lins
dance to the sardanes they were doing.

Participatory appropriation

After all this time in her new home and


school, Cai lin has finally adapted herself
to the new customs and traditions of her
new culture. In school, she has learned
that the skills she needs the most is the
collaboration and cooperation, while in
China, the learning was individually
promoted and very competitive. Therefore,
to have success in the academical context,
it will be essential to be prepared for
teamworks and social interaction.

Skills

Accompany the two others. Process by


which
a
person
transforms
his
understanding,
and
becomes
more
prepared to engage in subsequent similar
activities. By engaging in an activity,
participating in its meaning, people
necessarily make ongoing contributions.
Participation is itself a process of
appropriation.
Its
different
of
Internalization.
Internalization is a process that comes from
outside; it is
referred to statics entities that we can
catch, like a collection of stored
possessions.
Instead,
participatory
appropriation is a dynamic, active and
continuous process, which rather treats
with thinking, re-representing, giving a
sense, using knowledge in a situated
learning process.
In which also, time notion is rather
dialectical than linear. Past is present in
present time, and
future is not always ahead.

Cognitive processes, like perception,


generalization,
deduction,
reasoning,
imagination and analytic skills, vary
according life conditions.

Cai Lin is finally included in the new


culture, she knows how to behave
completely like the others, typical traditions
of the country, the common routines of
people, and the senses and meanings of
the social construction and interaction by
mediation instruments. However, she does
not forget about her birth culture, and has
done a mixture between the both to
become an unique and complete person.

Culture
Culture is not only what others do: culture
consists of
interpretations and action models, symbolic
systems,
intentional universes of meanings.
To understand culture we have to draw on
the senses and meanings that people
construct.