Routledge Handbook of Sociocultural Theory and Second Language Development

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
Monica 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
Maria 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
Prospero Garcia


Concept-Based Instruction of Chinese as a Second Language
Jie Zhang and Xian Zhang


Concept-Based Pragmatics Instruction: Principles and Applications
Remi 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 Anton


Dynamic Assessment of Children Learning a Second Language
Elizabeth D. Pena 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-Gutierrez


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

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• Sociolinguística
• Bilinguismo e multilinguismo
• Aquisição da linguagem

Intelligent Computer Assisted Language Learning;DA;learner;ZPD Activity;dynamic;SCT;assessment;Van Compernolle;zpd;L2 Learner;activity;SCT Perspective;van;L2 DA;compernolle;CBI;private;Private Speech;Promote Learner Development;sti;ICALL System;Matthew E. Poehner;Systemic Theoretical Instruction;Merrill Swain;Computerize DA;Alex Kozulin;Mediator Learner Interaction;Lois Holzman;SCOBA;Holbrook Mahn;L2 Writer;Steven G. McCafferty;DA Session;Nikolai Veresov;Professional Development;Nelson Mok;DA Procedure;Yuriy V. Karpov;L2 Teacher Education;Mnica Rosselli;Spontaneous Concepts;Alfredo Ardila;Higher Mental Functions;Anke Werani;Mediational Tool;Maria C. M. de Guerrero;Mediated Learning Experience;Gale Stam;Prspero N. Garcia;Jie Zhang;Xian Zhang;Remi A. van Compernolle;Paolo Infante;Rumia Ableeva;Kristin J. Davin;Tziona Levi;Marta Antn;Elizabeth D. Pena;Kai J. Greene;Robert Kohls;Penny Kinnear;Kimberly Buescher;Gabriela Adela Gm-Gutierrez;Haiyang Ai;Xiaofei Lu;Enrico Grazzi;Karen E. Johnson;Paula R. Golombek;Richard Donato;Tetyana Smotrova;Olga Esteve Ruesca;Ana Christina da Silva Iddings;Annela Teemant;Peter Smagorinsky;Carl Ratner