The Routledge Handbook of Sociocultural Theory and Second Language Development

ISBN-13: 9781032401850 / Angielski / Miękka / 2022 / 614 str.

James P. Lantolf;Matthew E. Poehner; Ca Merrill Swain (University of Toronto

Opis

The Routledge Handbook of Sociocultural Theory and Second Language Development is the first comprehensive overview of the field of sociocultural second language acquisition (SLA). In 35 chapters, each written by an expert in the area, this book offers perspectives on both the theoretical and practical sides of the field. This Handbook covers a broad range of topics, divided into several major sections, including: concepts and principles as related to second language development; concept-based instruction; dynamic assessment and other assessment based on sociocultural theory (SCT); literacy and content-based language teaching; bilingual/multilingual education; SCT and technology; and teacher education. This is the ideal resource for graduate students and researchers working in the areas of SLA and second language development.

Recenzje

"This volume is a landmark. Lantolf, Poehner, Swain and colleagues are on the cutting edge of SLA research, and their rich treatment of sociocultural theory in all its dimensions will push the area light years ahead."

Dwight Atkinson, University of Arizona, USA

Spis treści

1. Introduction James P. Lantolf, Matthew E. Poehner, and Merrill Swain

 

PART I

Sociocultural Theory Concepts and Principles

2. Mediation and Internalization: Conceptual Analysis and Practical Applications

Alex Kozulin

3. Zones of Proximal Development: Mundane and Magical

Lois Holzman

4. Essential Aspects of Vygotsky’s Theoretical Framework and Methodological Approach Revealed in His Analysis of Unit(ies)

Holbrook Mahn

5. Vygotsky on the Consciousness and the Application to Second Language Development

Steven G. McCafferty

6. Understanding Development Through the Perezhivanie of Learning

Nikolai Veresov and Nelson Mok

7. Acquisition of Scientific Concepts as the Content of School Instruction

Yuriy Karpov

PART II

Second Languages, the Brain, and Thinking

8. Neuropsychology of Bilingualism

Mónica Rosselli and Alfredo Ardila

9. Inner Speech and Its Impact on Teaching and Learning

Anke Werani

10. Private and Inner Speech in L2 Learning: The Impact of Vygotskyan Sociocultural Theory

María C. M. de Guerrero

11. Gesture as a Window Onto Conceptualization in Second Language Acquisition:

A Vygotskian Perspective

Gale Stam

PART III

Concept-Based Instruction

12. Concept-Based Instruction: Investigating the Role of Conscious Conceptual Manipulation in L2 Development

Próspero García

13. Concept-Based Instruction of Chinese as a Second Language

Jie Zhang and Xian Zhang

14. Concept-Based Pragmatics Instruction: Principles and Applications

Rémi A. van Compernolle

15. Mediated Development: Promoting Learner Internalization of L2 Concepts through Cognitive-Process Focused Activities

Paolo Infante

PART IV

Dynamic Assessment

16. Probing and Provoking L2 Development: The Object of Mediation in Dynamic

Assessment and Mediated Development

Matthew E. Poehner

17. Understanding Learner L2 Development Through Reciprocity

Rumia Ableeva

18. Mediator and Learner Engagement in Co-Regulated Inter-Psychological Activity

Kristin J. Davin

19. Employing Dynamic Assessment to Enhance Agency Among L2 Learners

Tziona Levi and Matthew E. Poehner

20. Dynamic Diagnosis of Second Language Abilities

Marta Antón

21. Dynamic Assessment of Children Learning a Second Language

Elizabeth D. Peña and Kai J. Greene

PART V

Literacy and Content-Based Language Teaching

22. Understanding L2 Writers "At-Risk": A Socio-Cultural Perspective

Robert Kohls

23. English for Specific Purposes: Engineers Learning How to Mean in English

Penny Kinnear

24. A Sociocultural Approach to Second Language Literacy Pedagogy

Kimberly Buescher

PART VI

Sociocultural Theory and Technology

25. Collaborative Activity in the Digital World

Gabriela Adela Ganem-Gutiérrez

26. Exploring the Interdisciplinary Synergy Between Sociocultural Theory and Intelligent Computer-Assisted Language Learning

Haiyang Ai and Xiaofei Lu

27. The Integration of ELF and Sociocultural Theory via Network-Based Language Teaching: Best Practices for the English Classroom

Enrico Grazzi

 

PART VI

Teacher Education

28. Making L2 Teacher Education Matter Through Vygotskian-Inspired Pedagogy and Research

Karen E. Johnson and Paula R. Golombek

29. History-in-Person: Ontogenesis and the Professional Formation of Language Teachers

Richard Donato and Kristin J. Davin

30. Gesture as a Mediational Tool in the L2 classroom

Tetyana Smotrova

31. Concept-Based Instruction in Teacher Education Programs in Spain as Illustrated by the SCOBA-Mediated Barcelona Formative Model: Helping Teachers to Become Transformative Practitioners

Olga Esteve Ruesca

32. Applying Sociocultural Theory to Prepare Teachers to Work with Culturally and Linguistically Diverse Students and Families

Ana Christina da Silva Iddings

PART VII

Sociocultural Theory and Social Change

33. Sociocultural Theory as Everyday Practice: The Challenge of PK-12 Teacher Preparation for Multilingual and Multicultural Learners

Annela Teemant

34. Inclusion, "Defectology," and Second Language Learners

Peter Smagorinsky

35. Trends Within Sociocultural Theory, and the Utility of "Cultural Capital" for SCT

Carl Ratner

O autorze

James P. Lantolf is the Greer Professor in Language Acquisition and Applied Linguistics at The Pennsylvania State University, USA. He is Director of the Center for Language Acquisition and was co-editor of Applied Linguistics and founding editor of the journal Language and Sociocultural Theory. He is Changjiang Scholar in Applied Linguistics in the School of Foreign Studies at Xi’an JiaoTong University, China.

Matthew E. Poehner is Associate Professor of World Languages Education and Applied Linguistics at The Pennsylvania State University, USA. He is currently Associate Editor of  Language and Sociocultural Theory.

Merrill Swain is Professor Emerita at the Ontario Institute for Studies in Education at the University of Toronto, Canada. She was President of the American Association for Applied Linguistics (AAAL) and Vice President of the International Association of Applied Linguistics (AILA), and received an honorary doctorate from the University of Vaasa in Finland.