Acceso usuarios
This paper looks at the relationship between consciousness, language learning, and social interaction from an ecological perspective. I argue that consciousness and language are integral parts of the human ecology, i.e. that they can be defined in terms of social activity and relationships among people, as well as in terms of mental operations or cerebral processes. Several levels of consciousness are discussed, from both a cognitive and a social perspective. Language, especially in the form of social interaction, is related to consciousness and learning via an analysis of several transcribed data extracts from different settings. I conclude that our interactions with others constantly provide pedagogical moments or learning opportunities. For teachers this means that interactions with learners in classrooms should allow learners to be perceiving, thinking, acting, and interacting persons, rather than passive receivers of knowledge.
