Abstract
Abstract This article examines the interaction between a tutor and her student as they discuss an essay question from the student's sociology class. Drawing on the theories of Vygotsky and Bakhtin, I explore (a) the conflicts that arose for both tutor and tutee as they grappled with the competing discourses that informed their respective understandings of the essay question and (b) the shifts in tool use that were a result of attempting to cope with these tensions. Through my analysis, I demonstrate that both tutor and tutee showed evidence of learning, but only the tutor exhibited signs of development. I argue that this interaction is an example of the bidirectional nature of Vygotsky's zone of proximal development and provides insight into the nature of learning and development for the “expert” as well as the “novice” in this space.
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