The epistemological role of language use in learning: A phenomenographic intentional-expressive approach

• Published in: Educational research review Vol. 3; no. 1; pp. 14 - 29
• Main Authors: Anderberg, Elsie, Svensson, Lennart, Alvegård, Christer, Johansson, Thorsten
• Format: Journal Article
• Language: English
• Published: Elsevier Ltd 2008; Elsevier
• Subjects: Cognitive Processes; Comprehension; Content Analysis; Education; Epistemology; Inferences; Language; Language Role; Language Usage; Learning; Meaning; Pedagogik; Phenomenography; Phenomenology; Relationship; SAMHÄLLSVETENSKAP; SOCIAL SCIENCES; Socialvetenskap; Understanding; Learning; Understanding; Language; Meaning; Phenomenography
• ISSN: 1747-938X; 1878-0385; 1878-0385
• DOI: 10.1016/j.edurev.2007.10.003

In research on learning, one of the fundamental questions concerns issues of language and thought. A number of empirical studies have revealed the interplay between understanding of subject matter and meanings of language expressions to be more dynamic and ambiguous than is commonly acknowledged. The aim of this article is to outline an alternative intentional-expressive approach to the interplay between use of language and understanding of subject matter as a contribution to the theoretical development in research on learning. The approach is based on a conception of language that focuses on the function of learners’ language use in relation to subject matter in developing and expressing understanding. The learner is seen as an agent, and the focus is on the use of language from the learner's perspective. Four aspects of the relation between learners and subject matter are described and discussed. Conclusions concern the value of this approach as a complement and alternative to the dominant communicative and cognitive approaches to the role of language in learning.