Full Description
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.
Contents
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 Vygotsky's 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
María 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 García
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. Peña 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
