This handbook covers a broad range of topics in the field of Sociocultural SLA including:
- concepts and principles as related to L2 development
- concept-based instruction
- dynamic assessment and other SCT-based assessment
- literacy and content-based language teaching
- bilingual/multilingual education
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.
Recenzijas
"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
Introduction James P. Lantolf, Matthew E. Poehner, and Merrill Swain
PART I
Sociocultural Theory Concepts and Principles
Mediation and Internalization: Conceptual Analysis and Practical
Applications
Alex Kozulin
Zones of Proximal Development: Mundane and Magical
Lois Holzman
Essential Aspects of Vygotskys Theoretical Framework and Methodological
Approach Revealed in His Analysis of Unit(ies)
Holbrook Mahn
Vygotsky on the Consciousness and the Application to Second Language
Development
Steven G. McCafferty
Understanding Development Through the Perezhivanie of Learning
Nikolai Veresov and Nelson Mok
Acquisition of Scientific Concepts as the Content of School Instruction
Yuriy Karpov
PART II
Second Languages, the Brain, and Thinking
Neuropsychology of Bilingualism
Mónica Rosselli and Alfredo Ardila
Inner Speech and Its Impact on Teaching and Learning
Anke Werani
Private and Inner Speech in L2 Learning: The Impact of Vygotskyan
Sociocultural Theory
Marķa C. M. de Guerrero
Gesture as a Window Onto Conceptualization in Second Language Acquisition:
A Vygotskian Perspective
Gale Stam
PART III
Concept-Based Instruction
Concept-Based Instruction: Investigating the Role of Conscious Conceptual
Manipulation in L2 Development
Próspero Garcķa
Concept-Based Instruction of Chinese as a Second Language
Jie Zhang and Xian Zhang
Concept-Based Pragmatics Instruction: Principles and Applications
Rémi A. van Compernolle
Mediated Development: Promoting Learner Internalization of L2 Concepts
through Cognitive-Process Focused Activities
Paolo Infante
PART IV
Dynamic Assessment
Probing and Provoking L2 Development: The Object of Mediation in Dynamic
Assessment and Mediated Development
Matthew E. Poehner
Understanding Learner L2 Development Through Reciprocity
Rumia Ableeva
Mediator and Learner Engagement in Co-Regulated Inter-Psychological Activity
Kristin J. Davin
Employing Dynamic Assessment to Enhance Agency Among L2 Learners
Tziona Levi and Matthew E. Poehner
Dynamic Diagnosis of Second Language Abilities
Marta Antón
Dynamic Assessment of Children Learning a Second Language
Elizabeth D. Peńa and Kai J. Greene
PART V
Literacy and Content-Based Language Teaching
Understanding L2 Writers "At-Risk": A Socio-Cultural Perspective
Robert Kohls
English for Specific Purposes: Engineers Learning How to Mean in English
Penny Kinnear
A Sociocultural Approach to Second Language Literacy Pedagogy
Kimberly Buescher
PART VI
Sociocultural Theory and Technology
Collaborative Activity in the Digital World
Gabriela Adela Ganem-Gutiérrez
Exploring the Interdisciplinary Synergy Between Sociocultural Theory and
Intelligent Computer-Assisted Language Learning
Haiyang Ai and Xiaofei Lu
The Integration of ELF and Sociocultural Theory via Network-Based Language
Teaching: Best Practices for the English Classroom
Enrico Grazzi
PART VI
Teacher Education
Making L2 Teacher Education Matter Through Vygotskian-Inspired Pedagogy and
Research
Karen E. Johnson and Paula R. Golombek
History-in-Person: Ontogenesis and the Professional Formation of Language
Teachers
Richard Donato and Kristin J. Davin
Gesture as a Mediational Tool in the L2 classroom
Tetyana Smotrova
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
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
Sociocultural Theory as Everyday Practice: The Challenge of PK-12 Teacher
Preparation for Multilingual and Multicultural Learners
Annela Teemant
Inclusion, "Defectology," and Second Language Learners
Peter Smagorinsky
Trends Within Sociocultural Theory, and the Utility of "Cultural Capital" for
SCT
Carl Ratner
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 Xian 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.
