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Routledge Handbook of Sociocultural Theory and Second Language Development [Hardback]

Edited by (The Pennsylvania State University, USA), Edited by (OISE, University of Toronto, Canada), Edited by (The Pennsylvania State University, USA)
  • Formāts: Hardback, 594 pages, height x width: 246x174 mm, weight: 907 g, 17 Tables, black and white
  • Sērija : Routledge Handbooks in Applied Linguistics
  • Izdošanas datums: 21-Jun-2018
  • Izdevniecība: Routledge
  • ISBN-10: 1138651559
  • ISBN-13: 9781138651555
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  • Cena: 301,80 €
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Routledge Handbook of Sociocultural Theory and Second Language DevelopmentPalielināt
  • Formāts: Hardback, 594 pages, height x width: 246x174 mm, weight: 907 g, 17 Tables, black and white
  • Sērija : Routledge Handbooks in Applied Linguistics
  • Izdošanas datums: 21-Jun-2018
  • Izdevniecība: Routledge
  • ISBN-10: 1138651559
  • ISBN-13: 9781138651555
Citas grāmatas par šo tēmu:
Permanent link: https://www.kriso.lv/db/9781138651555.html
Keywords:

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 34 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

List of Figures
xi
List of Tables
xiii
List of Contributors
xiv
Acknowledgments xix
1 Introduction
1(20)
James P. Lantolf
Matthew E. Poehner
Merrill Swain
PART I Sociocultural Theory Concepts and Principles
21(96)
2 Mediation and Internalization: Conceptual Analysis and Practical Applications
23(19)
Alex Kozulin
3 Zones of Proximal Development: Mundane and Magical
42(14)
Lois Holzman
4 Essential Aspects of Vygotsky's Theoretical Framework and Methodological Approach Revealed in His Analysis of Unit(ie)s
56(19)
Holbrook Mahn
5 Vygotsky on the Consciousness and the Application to Second Language Development
75(14)
Steven G. McCafferty
6 Understanding Development Through the Perezhivanie of Learning
89(13)
Nikolai Veresov
Nelson Mok
7 Acquisition of Scientific Concepts as the Content of School Instruction
102(15)
Yuriy V. Karpov
PART II Second Languages, the Brain, and Thinking
117(62)
8 Neuropsychology of Bilingualism
119(17)
Monica Rosselli
Alfredo Ardila
9 Inner Speech and Its Impact on Teaching and Learning
136(16)
Anke Werani
10 Private and Inner Speech in L2 Learning: The Impact of Vygotskyan Sociocultural Theory
152(13)
Maria C. M. de Guerrero
11 Gesture as a Window Onto Conceptualization in Second Language Acquisition: A Vygotskian Perspective
165(14)
Gale Stam
PART III Concept-Based Instruction
179(68)
12 Concept-Based Instruction: Investigating the Role of Conscious Conceptual Manipulation in L2 Development
181(16)
Prospero N. Garcia
13 Concept-Based Instruction of Chinese as a Second Language
197(14)
Jie Zhang
Xian Zhang
14 Concept-Based Pragmatics Instruction: Principles and Applications
211(18)
Remi A. van Compernolle
15 Mediated Development: Promoting Learner Internalization of L2 Concepts Through Cognitive-Process Focused Activities
229(18)
Paolo Infante
PART IV Dynamic Assessment
247(94)
16 Probing and Provoking L2 Development: The Object of Mediation in Dynamic Assessment and Mediated Development
249(17)
Matthew E. Poehner
17 Understanding Learner L2 Development Through Reciprocity
266(16)
Rumia Ableeva
18 Mediator and Learner Engagement in Co-Regulated Inter-Psychological Activity
282(13)
Kristin J. Davin
19 Employing Dynamic Assessment to Enhance Agency Among L2 Learners
295(15)
Tziona Levi
Matthew E. Poehner
20 Dynamic Diagnosis of Second Language Abilities
310(14)
Marta Anton
21 Dynamic Assessment of Children Learning a Second Language
324(17)
Elizabeth D. Pena
Kai J. Greene
PART V Literacy and Content-Based Language Teaching
341(48)
22 Understanding L2 Writers "At Risk": A Sociocultural Perspective
343(14)
Robert Kohls
23 English for Specific Purposes: Engineers Learning How to Mean in English
357(21)
Penny Kinnear
24 A Sociocultural Approach to Second Language Literacy Pedagogy
378(11)
Kimberly Buescher
PART VI Sociocultural Theory and Technology
389(52)
25 Collaborative Activity in the Digital World
391(18)
Gabriela Adela Ganem-Gutierrez
26 Exploring the Interdisciplinary Synergy Between Sociocultural Theory and Intelligent Computer-Assisted Language Learning
409(13)
Haiyang Ai
Xiaofei Lu
27 The Integration of ELF and Sociocultural Theory via Network-Based Language Teaching: Best Practices for the English Classroom
422(19)
Enrico Grazzi
PART VII Teacher Education
441(86)
28 Making L2 Teacher Education Matter Through Vygotskian-Inspired Pedagogy and Research
443(14)
Karen E. Johnson
Paula R. Golombek
29 History-in-Person: Ontogenesis and the Professional Formation of Language Teachers
457(15)
Richard Donato
Kristin J. Davin
30 Gesture as a Mediational Tool in the L2 Classroom
472(15)
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
487(18)
Olga Esteve Ruesca
32 Applying Sociocultural Theory to Prepare Teachers to Work With Culturally and Linguistically Diverse Students and Families
505(22)
Ana Christina da Silva Iddings
PART VIII Sociocultural Theory and Social Change
527(54)
33 Sociocultural Theory as Everyday Practice: The Challenge of PK-12 Teacher Preparation for Multilingual and Multicultural Learners
529(22)
Annela Teemant
34 Inclusion, "Defectology," and Second Language Learners
551(14)
Peter Smagorinsky
35 Trends Within Sociocultural Theory, and the Utility of "Cultural Capital" for SCT
565(16)
Carl Ratner
Index 581
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.