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Sociocultural development in the spectrum of concrete and abstract ideation

ABSTRACT The view of abstract ideation as the telos of sociocultural intellectual development is revisited following Wertsch’s (1996) call to consider development within the spectrum of concrete and abstract ideation. This article provides a transdisciplinary framework adopting Vygotsky’s concept of semiotic mediation and the systemic functional linguistic concept of grammatical metaphor (GM). The focus is on novel qualitative and quantitative methods for investigating the accrual and dispersal of meanings through GM across genetic scales. The framework is illustrated with a case study of second-language university writing that presents developmentally-relevant patterns of oscillation along the concrete-abstract spectrum. Educational implications are briefly considered.