Sociocultural theory and second language developmental education:
Sociocultural Theory (SCT), as formulated by Russian psychologist L. S. Vygotsky nearly a century ago, is distinct among traditions in the field of second language (L2) studies in its commitment to praxis. According to this view, theory and research provide the orienting basis for practice, which in...
Gespeichert in:
| Hauptverfasser: | , |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
Cambridge
Cambridge University Press
2024
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| Schriftenreihe: | Cambridge elements
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| Schlagworte: | |
| Online-Zugang: | DE-12 DE-473 Volltext |
| Zusammenfassung: | Sociocultural Theory (SCT), as formulated by Russian psychologist L. S. Vygotsky nearly a century ago, is distinct among traditions in the field of second language (L2) studies in its commitment to praxis. According to this view, theory and research provide the orienting basis for practice, which in turn serves as a testing ground for theory (Vygotsky, 1997). This Element offers a synthesis of foundational concepts and principles of SCT and an overview of two important areas of praxis in L2 education: Concept-Based Language Instruction, which organizes language curricula around linguistic concepts, and Dynamic Assessment, a framework that integrates teaching and diagnosing learner L2 abilities. Leading approaches to L2 teacher education informed by SCT are also discussed. Examples from studies with L2 teachers and learners showcase praxis in action, and emerging questions and directions are considered |
| Beschreibung: | Title from publisher's bibliographic system (viewed on 22 May 2024) |
| Beschreibung: | 1 Online-Ressource (78 Seiten) |
| ISBN: | 9781009189422 |
| DOI: | 10.1017/9781009189422 |
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| 520 | |a Sociocultural Theory (SCT), as formulated by Russian psychologist L. S. Vygotsky nearly a century ago, is distinct among traditions in the field of second language (L2) studies in its commitment to praxis. According to this view, theory and research provide the orienting basis for practice, which in turn serves as a testing ground for theory (Vygotsky, 1997). This Element offers a synthesis of foundational concepts and principles of SCT and an overview of two important areas of praxis in L2 education: Concept-Based Language Instruction, which organizes language curricula around linguistic concepts, and Dynamic Assessment, a framework that integrates teaching and diagnosing learner L2 abilities. Leading approaches to L2 teacher education informed by SCT are also discussed. Examples from studies with L2 teachers and learners showcase praxis in action, and emerging questions and directions are considered | ||
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| id | DE-604.BV049882554 |
| illustrated | Not Illustrated |
| indexdate | 2024-12-06T13:13:16Z |
| institution | BVB |
| isbn | 9781009189422 |
| language | English |
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| spelling | Poehner, Matthew E. (DE-588)13427945X aut Sociocultural theory and second language developmental education Matthew E. Poehner, James P. Lantolf Cambridge Cambridge University Press 2024 1 Online-Ressource (78 Seiten) txt rdacontent c rdamedia cr rdacarrier Cambridge elements Title from publisher's bibliographic system (viewed on 22 May 2024) Sociocultural Theory (SCT), as formulated by Russian psychologist L. S. Vygotsky nearly a century ago, is distinct among traditions in the field of second language (L2) studies in its commitment to praxis. According to this view, theory and research provide the orienting basis for practice, which in turn serves as a testing ground for theory (Vygotsky, 1997). This Element offers a synthesis of foundational concepts and principles of SCT and an overview of two important areas of praxis in L2 education: Concept-Based Language Instruction, which organizes language curricula around linguistic concepts, and Dynamic Assessment, a framework that integrates teaching and diagnosing learner L2 abilities. Leading approaches to L2 teacher education informed by SCT are also discussed. Examples from studies with L2 teachers and learners showcase praxis in action, and emerging questions and directions are considered Second language acquisition Sociolinguistics Lantolf, James P. 1947- (DE-588)17221775X aut Erscheint auch als Druck-Ausgabe 9781009507554 Erscheint auch als Druck-Ausgabe 9781009189415 https://doi.org/10.1017/9781009189422?locatt=mode:legacy Verlag URL des Erstveröffentlichers Volltext |
| spellingShingle | Poehner, Matthew E. Lantolf, James P. 1947- Sociocultural theory and second language developmental education Second language acquisition Sociolinguistics |
| title | Sociocultural theory and second language developmental education |
| title_auth | Sociocultural theory and second language developmental education |
| title_exact_search | Sociocultural theory and second language developmental education |
| title_full | Sociocultural theory and second language developmental education Matthew E. Poehner, James P. Lantolf |
| title_fullStr | Sociocultural theory and second language developmental education Matthew E. Poehner, James P. Lantolf |
| title_full_unstemmed | Sociocultural theory and second language developmental education Matthew E. Poehner, James P. Lantolf |
| title_short | Sociocultural theory and second language developmental education |
| title_sort | sociocultural theory and second language developmental education |
| topic | Second language acquisition Sociolinguistics |
| topic_facet | Second language acquisition Sociolinguistics |
| url | https://doi.org/10.1017/9781009189422?locatt=mode:legacy |
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