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In Vygotsky's description and analysis of everyday and scientific concepts, he uses as an example the differing processes for acquiring a first and second language. In this article, we also draw an analogy between the processes of acquiring a first and second language and acquiring everyday and scientific concepts. Our analysis, however, is grounded in a functional systems approach that allows us to conceptualize everyday and scientific concepts as an interconnected dynamic system rather than as separate processes implied by dichotomous relationships.
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John‐Steiner et al. (1998) studied this question.
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