@article{oai:iwate-u.repo.nii.ac.jp:00010621,
 author = {Gammon, Matthew},
 journal = {岩手大学英語教育論集},
 month = {Mar},
 note = {Over the couse of teaching Endish in Junior High Schools and living in Japan for two years I often wondered what were some of the factors that made students and myself able to, or unable to come to a mutual
understanding about various tems and use language in an active setting. After recalling  that when I first arrived in Japan, even though I had studied Japanese in college, I felt I had very little practical ability. It was as though there was some dissonance between what I had leaned and my ability to use it that seemed quite disheartening. As time went on I was able to
overcome those initial limitations, but that initial disconnect led me to ask some questions about influences of the environment in language learning and also the efectiveness of activities in education. I started to question, what are some of the processes that facilitate people's ability to perceive their environnent and act in various ways? When considering such things
as  daily insights into cultural understandings and language comprehension,
recent advancements in various fields(Dynamics, Embodied Theories of Mind, Connectionism, Sociocultural Theory, Activity Theory) have brought about a Synthesis of ideas that offer new perspecdves about cultural understanding, learning, cognition, and organism-environment dynamics.
By summarizing some of these findings and their possible implications in education, we can gleam into a new conceptualization of knowledge and language within cultural spheres of action.},
 pages = {11--26},
 title = {ECOLOGINES OF KNOWLEDGE},
 volume = {11},
 year = {2009}
}