The purpose of this paper examined the intertextuality between Vygotsky and Bruner by considering their theory about learning, language. Vygotsky and Bruner emphasized on the learner s active subjectivity all, their capacity on expression and making through it, utility and possibility of language in this process. Specially, Vygotsky stressed on educational importance and method of externalization connected with internalization. On the other hand, Bruner lay stress on the competency of making narrative based on narrative thinking. Now, our schooling must transform from educational dimension focused on receptive capacity including listening, reading to speaking and writing connected on it. On the socio-cultural context, knowledge and one s life story making by learner s subjectivity will get the validity by expression through talking and writing. That process is visible and it will be realized on evaluation or feedback about one s knowledge and life. From this pointing out, we should reflect on learner s cognitive construction and knowledge making by activity in the educational situation and condition.