آمار
| تعداد نشریات | 6 |
| تعداد شمارهها | 118 |
| تعداد مقالات | 1,482 |
| تعداد مشاهده مقاله | 1,595,069 |
| تعداد دریافت فایل اصل مقاله | 1,491,781 |
Vygotskian Sociocultural Theory for Second Language Learners: Addressing In/commensurabilities with Popular School-Based Curricula | ||
| Journal of Applied Linguistics and Applied Literature: Dynamics and Advances | ||
| مقاله 9، دوره 11، شماره 2 - شماره پیاپی 22، دی 2023، صفحه 183-204 اصل مقاله (875.16 K) | ||
| نوع مقاله: Research Article | ||
| شناسه دیجیتال (DOI): 10.22049/jalda.2024.28049.1474 | ||
| نویسندگان | ||
| Alessandro Rosborough* 1؛ Jennifer Wimmer2 | ||
| 1Associate Professor, Department of Teacher Education, McKay School of Education, Brigham Young University, United States of America, https://orcid.org.0000-0001-8687-3619 | ||
| 2Associate Professor, Department of Teacher Education, McKay School of Education, Brigham Young University, United States of America | ||
| چکیده | ||
| This paper addresses the in/commensurability of Vygotskian sociocultural theory (SCT) with popular K-12 educational curricula positioned and claiming to use his theory in practice (McLeod, 2019). We discuss well-known educational curricula, models, and social theories in relation to second language learning. Representational examples for in/commensurable comparisons are taken from well-published Pre-K, Elementary, Secondary curricula, and educational psychology texts, all primarily used as instructional preparation for pre-service teachers. In operationalizing these comparisons for in/commensurability, we argue that Vygotsky’s explanations concerning the unity of thought and language, the zone of proximal development, mediational means for learning and development, and his overarching framework concerning perezhivanie and consciousness are not well considered by these popular texts and curricula, particularly for marginalized second language learners in the field of education. Conclusions and implications include arguments to more fully implement Vygotsky’s SCT theory in place of simplistic social turn strategies, and a call for supporting language minority students. | ||
| کلیدواژهها | ||
| sociocultural theory؛ K-12 educational curricula؛ second language learning؛ unity of thought and language | ||
| مراجع | ||
|
Agar, M. (1994). Language shock: Understanding the culture of conversation. Morrow.
Atkinson, D. (2002). Toward a sociocognitive approach to second language acquisition. Modern Language Journal, 86, 525–545. https://doi.org/10.1111/1540-4781.00159
Atkinson, D. (2011). Alternative approaches to second language acquisition. Routledge.
Block, D. (2003). The social turn in second language acquisition. Edinburgh University Press.
Blunden, A. (2012). Concepts: A critical approach. Brill Academic Publishers, The Netherlands.
Chaiklin, S. (2003). The zone of proximal development in Vygotsky’s analysis of learning and instruction. In Vygotsky’s educational theory and practice in cultural context. A. Kozulin, B. Gindis, V. Ageyev, & S. Miller (Eds.). Cambridge University Press.
Chafe, W. (2002). Searching for meaning in language: A memoir, Historiographia Linguistic, 29(1-2), 245-261. http://dx.doi.org/10.1075/hl.29.1.21cha
Chomsky, N. (1975) Reflections on Language. Pantheon Books.
Creese, A. (2005). Is this content-based language teaching?, Linguistics and Education, 16(2), 188-204. http://dx.doi.org/10.1016/j.linged.2006.01.007
Davydov, V.V. (1967). The problem of generalization in the works of L. S. Vygotsky, Soviet Psychology, (5)3, 42-52. https://doi.org/10.2753/RPO1061-0405050342
De Guerrero, M. (1994). Form and functions of inner speech in adult second language learning. In J. Lantolf & G. Appel (Eds.), Vygotskian approaches to second language acquisition. Ablex Publishing Company.
Donato, R. (2000). Sociocultural contributions to understanding the foreign and second language classroom. In J. Lantolf (Ed.), Sociocultural theory and second language learning (pp. 27-50). Oxford University Press.
Dunn, W., & Lantolf, J. (1998). Vygotsky’s zone of proximal development and Krashen’s i+1: Incommensurable constructs; Incommensurable theories, Language Learning, 48(3), 411-442. http://dx.doi.org/10.1111/0023-8333.00048
Fleer, M., González Rey, F., & Veresov, N. (2017). Perezhivanie, emotions, and subjectivity: Setting the stage. In M. Fleer, F. González Rey, & N. Veresov (Eds.), Perezhivanie, emotions and subjectivity: Advancing Vygotsky’s legacy (pp. 1-15). Springer Nature.
Fisher, D., & Frey, N. (2008). Homework and the gradual release of responsibility: Making “responsibility” possible. English Journal, 98(2), 40-45.
Goodman, Y., & Goodman, K. (1990). Vygotsky in a whole language perspective. In L. Moll (Ed.), Vygotsky and Education, (pp. 223-250). Cambridge University Press.
Gredler, M. (2011). Understanding Vygotsky for the classroom: Is it too late? Educational Psychology Review, 24(1), 113-131. http://dx.doi.org/10.1007/s10648-011-9183-6
Johnson, K. E. (2021). Li, L. (2020). Language Teacher Cognition: A Sociocultural Perspective. Language and Sociocultural Theory, 7(2), 224–229. https://doi.org/10.1558/lst.42530
John-Steiner, V. & Mahn, H. (1996). Sociocultural approaches to learning and development: A Vygotskian framework. Educational Psychologist, 31(3/4), 191-206.
Kinginger, C. (2002). Defining the Zone of Proximal Development in US Foreign Language Education. Applied Linguistics, 23, 240-261. http://dx.doi.org/10.1093/applin/23.2.240
Kramsch, C. (2002). Language acquisition and language socialization: Ecological perspectives. Continuum.
Lantolf, J. (2000). Introducing sociocultural theory. In J. Lantolf (Ed.), Sociocultural theory and second language learning, (pp. 1–26). Oxford University Press.
Lantolf, J., Kurtz, L., & Kisselev, O. (2017). Understanding the revolutionary character of L2 development in the ZPD. Language and Sociocultural Theory, 3(2), 153-171. http://dx.doi.org/10.1558/lst.v3i2.32867
Lantolf, J. & Poehner, M. (2008). Sociocultural theory and the teaching of second languages. Equinox.
Lantolf, J., & Thorne, S. (2006). Sociocultural Theory and the genesis of second language development. Oxford University Press.
Lantolf, J., Thorne, S. L., & Poehner, M. (2015). Sociocultural Theory and Second Language Development. In B. van Patten & J. Williams (Eds.), Theories in Second Language Acquisition (pp. 207-226). Routledge.
Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press. https://doi.org/10.1017/CBO9780511815355
Mahn, H. (2012). Vygotsky’s analysis of children’s meaning making processes. International Journal of Educational Psychology, 1(2), 100-126. http://dx.doi.org/10.4471/ijep.2012.07
McCafferty, S. G. (2002). Gesture and creating zones of proximal development for second language learning. The Modern Language Journal, 86(2), 192-203. https://psycnet.apa.org/doi/10.1111/1540-4781.00144
McCafferty, S.G. (2012). Zone of Proximal Development in Second Language Acquisition. In The Encyclopedia of Applied Linguistics, C. Chapelle (Ed.). https://doi.org/10.1002/9781405198431.wbeal1303
McCafferty, S.G. (2018). Vygotsky on consciousness and the application to second language development. In J. Lantolf, M. Poehner, & M. Swain (Eds.), The Routledge handbook of sociocultural theory and second language development (pp. 75-88). Routledge.
McCafferty, S. G. (2020). Semantic Consciousness and Inhabiting a Languacultural Community: A Sociocultural Approach. Status Quaestionis, 2(19), 37-53. http://dx.doi.org/10.13133/2239-1983/17139
McCafferty, S. G., & Rosborough, A. (2023). Contingency and Multimodal Communication in the Learning Environment: A Second Language Read-Aloud Lesson. Language and Sociocultural Theory, 9(2), 175–201. https://doi.org/10.1558/lst.20987
McCafferty, S., & Stam, G. (2008). Gesture: Second Language Acquisition and Classroom Research. Routledge
McLeod, S. A. (2019). What Is the zone of proximal development? Simply Psychology. www.simplypsychology.org/Zone-of-Proximal-Development.html
McNeill, D. (2012). How language began. Cambridge University Press.
Miller, R. (2011). Vygotsky in perspective. Cambridge University Press.
Mok, N. (2017). On the Concept of Perezhivanie: A Quest for a Critical Review. In: Fleer, M., González Rey, F., Veresov, N. (eds.), Perezhivanie, Emotion,s and Subjectivity: Perspectives in Cultural-Historical Research, vol 1. Springer, Singapore. https://doi.org/10.1007/978-981-10-4534-9_2
Negueruela-Azarola, E. (2020). Work and Play in Second Language Instructional Activity, Status Quaestionis, 19, 139-174. http://dx.doi.org/10.13133/2239-1983/17143
Newman, F., & Holzman, L. (1993). Lev Vygotsky: Revolutionary scientist. Routledge.
Norton, B. (2000). Identity and Language Learning: Gender, Ethnicity and Educational Change. Pearson Education.
Norton, B. (2017). Learner investment and language teacher identity. In G. Barkhuizen (Ed.), Reflections on language teacher identity research (pp. 80-86). Routledge.
Pearson, P. D., & Gallagher, M. C. (1983). The instruction of reading comprehension. Contemporary Educational Psychology, 8(3), 317–344. https://doi.org/10.1016/0361-476X(83)90019-X
Peltier-Nardotto, I., & McCafferty, S.G. (2010). Gesture and identity in the teaching and learning of Italian. Mind Culture and Activity, 17(4), 331-349. http://dx.doi.org/10.1080/10749030903362699
Piaget, J. (1957). Construction of reality in the child. Routledge & Kegan Paul.
Polin, L.G. (2010). Graduate Professional Education from a Community of Practice Perspective: The Role of Social and Technical Networking. In: Blackmore, C. (eds) Social Learning Systems and Communities of Practice (pp. 163-178). Springer, London. https://doi.org/10.1007/978-1-84996-133-2_10
Reutzel, D. R., & Cooter, R. B. Jr. (2023). Teaching Children to Read: The Teacher Makes the Difference. Ninth Edition and E-Book Edition. Pearson Education.
Robbins, D. (2003). Vygotsky’s and A.A. Leontiev’s Semiotics and Psycholinguistics. Praeger publishing.
Rosa, A. (2007). Acts of psyche. In A. Rosa & J. Valsiner (Eds.), The Cambridge Handbook of Sociocultural Psychology (pp. 205-237). Cambridge University Press.
Rosborough, A. (2014). Gesture, meaning-making, and embodiment: Second language learning in an elementary classroom. Journal of Pedagogy 5(2), 227–250. http://dx.doi.org/10.2478/jped-2014-0011
Rosborough, A. (2016). Understanding Relations Between Gesture and Chronotope: Embodiment and Meaning-Making in a Second-Language Classroom. Mind, Culture, and Activity, 23(2): 124–140. http://dx.doi.org/10.1080/10749039.2015.1121400
Slavin, R. (2018). Educational psychology: Theory and practice. Pearson .
Swain, M., & Deters, P. (2007). “New” mainstream SLA theory: Expanded and enriched. Modern Language Journal, 91(1), 820-836. http://dx.doi.org/10.1111/j.1540-4781.2007.00671.x
Swain, M., Kinnear, P. & Steinman, L. (2015). Sociocultural Theory in Second Language Education: An Introduction through Narratives. Multilingual Matters. https://doi.org/10.21832/9781783093182
Stetsenko, A. (2017). The transformative mind. Cambridge University Press.
Tompkins, G.E. (2017). Literacy for the 21st Century: A balanced approach (7th ed.). Pearson.
Vacca, R., Vacca J., & Mraz, M. (2019). Content area reading: Literacy and learning across the curriculum. Pearson Education.
Valsiner, J. (1988). Developmental psychology in the Soviet Union. Harvester Wheatsheaf.
Van der Veer, R. (2002). On comparing Vygotsky and Chomsky. Theory & Psychology, 12(6), 854-860.
Van Lier, L. (1996). Interaction in the Language Curriculum: Awareness, Autonomy, and Authenticity. Longman Publishing.
Van Lier, L. (2004). The ecology and semiotics of language learning: A sociocultural perspective. Kluwer Academic Publishers.
Veresov, N., Mok, N. (2018). Understanding development through the perezhivanie of learning. In J. P. Lantolf, M. Poehner & M. Swain (Eds.), (2018). The Routledge handbook of sociocultural theory and second language development (pp 89-101). Routledge.
Vygotsky, L.S. (1967). Play and Its Role in the Mental Development of the Child. Soviet Psychology 5(3), 6–18.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes (M. Cole, V. J.-Steiner, S. Scribner, & E. Souberman, Trans.). Harvard University Press.
Vygotsky, L. S. (1986). Thought and language. MIT Press.
Vygotsky, L.S. (1987). Problems of general psychology -Including the volume Thinking and Speech. In R.W. Reiber & A.S. Carton, (Eds.) The collected works of L. S. Vygotsky: Vol. 1. (pp. 37-285), Plenum Press.
Vygotsky, L.S. (1998). Child psychology. In R.W. Reiber (Ed.), The collected works of L.S. Vygotsky: Vol. 5. Plenum Press.
Vygotsky, L. S. (1994). The problem of the environment. In R. van der Veer & J. Valsiner (Eds.), The Vygotsky reader (pp. 338–354). Blackwell Press
Vygotsky, L. S. (1997). Problems of the history and theory of psychology. In R. W. Rieber & J. Wollock (Eds.), The collected works of L. S. Vygotsky. Vol. 3. Plenum.
Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge University Press.
Wenger, E. (2010). Communities of Practice and Social Learning Systems: The Career of a Concept. In C. Blackmore (Ed.), Social Learning Systems and Communities of Practice (pp. 179-198). Springer. https://doi.org/10.1007/978-1-84996-133-2_11
Wertsch, J. (1985). Vygotsky and the social formation of mind. Harvard University Press.
Wood, D., Bruner, J. S., & Ross, G. (1976). The role of tutoring in problem solving. Journal of Child Psychology and Psychiatry, 17, 89– 100.
Woore, R. (2022). What can second language acquisition research tell us about the phonics ‘pillar’? The Language Learning Journal, 50(2), 172-185. https://doi.org/10.1080/09571736.2022.2045683
Zavershneva, E. Yu. (2014). The problem of consciousness in Vygotsky’s cultural-historical psychology. In A. Yasnitsky, R. van der Veer, & M. Ferrari, M. (Eds.), The Cambridge handbook of cultural-historical psychology (pp. 63–100). Cambridge University Press.
| ||
|
آمار تعداد مشاهده مقاله: 1,161 تعداد دریافت فایل اصل مقاله: 1,264 |
||