Sociocultural Theory and Second Language Developmental Education

✍ Scribed by Matthew E. Poehner; James P. Lantolf

• Publisher: Cambridge University Press
• Year: 2024
• Tongue: English
• Leaves: 88
• Series: Elements in Language Teaching
• Category: Library

✦ Synopsis

Sociocultural Theory (SCT), as formulated by Russian psychologist L. S. Vygotsky nearly a century ago, is distinct among traditions in the field of second language (L2) studies in its commitment to praxis. According to this view, theory and research provide the orienting basis for practice, which in turn serves as a testing ground for theory (Vygotsky, 1997). This Element offers a synthesis of foundational concepts and principles of SCT and an overview of two important areas of praxis in L2 education: Concept-Based Language Instruction, which organizes language curricula around linguistic concepts, and Dynamic Assessment, a framework that integrates teaching and diagnosing learner L2 abilities. Leading approaches to L2 teacher education informed by SCT are also discussed. Examples from studies with L2 teachers and learners showcase praxis in action, and emerging questions and directions are considered.

✦ Table of Contents

Cover
Title page
Copyright page
Sociocultural Theory and Second Language
Developmental Education
Contents
1 Introducing Sociocultural Theory
1.1 Introduction
1.2 The Historical Study of Consciousness
1.3 Principles Guiding the Formation of Consciousness
1.3.1 First Principle: Mediation
1.3.2 Second Principle: Sociogenesis
1.3.3 Third Principle: Internalization
1.3.4 Fourth Principle: Developmental Stages
1.4 Research Methodology
1.4.1 The Genetic Method and Education
1.4.2 Language Education
1.5 Conclusion
2 Concept-Based Language Instruction
2.1 Introduction
2.2 The Pedagogical Model
2.2.1 Phase 1: Pre-understanding
2.2.2 Phase 2: Concept Presentation
2.2.3 Phase 3: Materialization
2.2.4 Phase 4: Languaging
2.2.5 Phase 5: Performance
Strategic Interaction
Improvisation
2.2.6 Phase 6: Internalization
2.3 Examples of Phase 3 SCOBAs
2.3.1 English Particle Verbs
2.3.2 Spanish Verbal Aspect
2.4 Conclusion
3 Dynamic Assessment
3.1 Introduction
3.2 Illustration of DA with L2 Learners
3.3 DA Principles, Formats, and Approaches
3.3.1 Theoretical Basis for DA: The Zone of Proximal Development
3.3.2 Sandwich and Cake Formats of DA
3.3.3 Interventionist and Interactionist Approaches to DA
3.3.4 Reciprocity, Transcendence, and Transfer
3.4 L2 DA
3.4.1 Processes of Mediation and Learner Reciprocity in L2 DA
3.4.2 L2 Group DA (G-DA)
3.4.3 L2 Computerized DA (C-DA)
3.5 Conclusion
4 Teacher Education
4.1 Introduction
4.2 Setting the Stage
4.3 Barcelona Formative Model (BFM)
4.3.1 Reactions to BFM
4.4 Praxis-Oriented Pedagogy (PROP) in L2 Teacher Education
4.5 Conclusion
5 Concluding Remarks
References
Acknowledgments