ABSTRACT
I work in English teaching rather than psychology. I want to concentrate on what, it seems to me, might be a promising, mutual topic: reading Vygotsky. Unusual in many ways, Vygotsky is also unusual in this. We read him. For many psychologists, the shell suffices. It is enough to grasp abstractly the framework of theoretical programme, research design, experimentation and empirical work. With Vygotsky, text and argumentation matter. Also, for historical reasons, interpretation matters in a quite distinctive way.
