![]() ![]() This article deals with the study of language as the human activity of speaking, saying and knowing. ![]() Language thus must be studied as a theory of knowledge. ![]() Linguistics as the science studying real language, that is, the language spoken, reverts to human subjects in as much as they speak, say and know. Its conclusions constitute interpretation, that is, hermeneutics. As such it is a priori speculation, based on synthetic a priori statements. A theory of knowledge concludes about the reality of the things studied. The human knowledge is the representation of the things apprehended sensitively either through the senses or intuition. Resonant with edusemiotics, increasingly a reference point in the philosophical foundation of learning and development, this article offers pedagogical implications for teachers.P>A theory of knowledge is the explanation of things in terms of the possibilities and capabilities of the human way of knowing. This provides impetus for furthering Vygotsky's sign mediation to embrace the notion of 'intersemiosis' as indexed to the interdependence of signifying codes in communication and representation, thus theorising how the signification of such codes elicits, invites, and empowers social interaction. By scrutinising instances of signification, i.e., the production and interpretation of signs constitutive of meaning making in the reading of a dual-language picturebook, the analysis reveals that the word-image complementarity renders an unfolding of intersubjective nuances in collaborative learning and intervention. Peirce's semiosis serves as an analytical device for ways in which intersubjectivity transcends social interaction. ![]() This article explores the applicability of a Peircean approach to the intersubjectivity of adult-child shared reading. ![]()
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