1st Edition

The Routledge Handbook of Sociocultural Theory and Second Language Development

    614 Pages
    by Routledge

    614 Pages
    by Routledge

    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.

    1. Introduction to Sociocultural Theory, Historical Background of SCT-L2 Research and Overview of the Volume
    2. James P. Lantolf, Matthew E. Poehner, and Merrill Swain


      Sociocultural Theory Concepts and Principles

    3. Mediation and Internalization: Conceptual Analysis and Practical Applications
    4. Alex Kozulin

    5. Zone of Proximal Development
    6. Lois Holzman

    7. Essential Aspects of Vygotsky’s Theoretical Framework and Methodological Approach Revealed in his Analysis of Unit(ies)
    8. Holbrook Mahn

    9. Vygotsky on Consciousness and Second Language Development
    10. Steven G. McCafferty

    11. Understanding Development Through the Perezhivanie of Learning
    12. Nikolai Veresov and Nelson Mok

    13. Acquisition of Scientific Concepts as the Content of School Instruction
    14. Yuriy Karpov


      Second Languages, the Brain and Thinking

    15. Neuropsychology of Bilingualism
    16. Mónica Rosselli and Alfredo Ardila

    17. Inner Speech and Its Impact on Teaching and Learning
    18. Anke Werani

    19. Private and Inner Speech in L2 Learning: The Impact of Vygotskyan Sociocultural Theory
    20. María C. M. de Guerrero

    21. Gesture as a Window onto Conceptualization in Second Language Acquisition:
    22. A Vygotskian Perspective

      Gale Stam


      Concept-Based Instruction

    23. Concept-Based Instruction: Investigating the Role of Conscious Conceptual Manipulation in L2 Development
    24. Próspero García

    25. Concept-based Instruction of Chinese as a Second Language
    26. Jie Zhang and Xian Zhang

    27. Concept-based Pragmatics Instruction: Principles and Classroom Applications
    28. Rémi A. van Compernolle

    29. Mediated Development: Promoting Learner Internalization of L2 Concepts through Cognitive-Process Focused Activities
    30. Paolo Infante


      Dynamic Assessment

    31. Probing and Provoking L2 Development: The Object of Mediation in Dynamic
    32. Assessment and Mediated Development

      Matthew E. Poehner

    33. Understanding Learner L2 Development Through Reciprocity
    34. Rumia Ableeva

    35. Mediator and Learner Engagement in Co-Regulated Inter-Psychological Activity
    36. Kristin J. Davin

    37. Employing Dynamic Assessment to Enhance Agency among L2 Learners
    38. Tziona Levi and Matthew E. Poehner

    39. Dynamic Diagnosis of Second Language Abilities
    40. Marta Antón

    41. Dynamic Assessment of Children Learning a Second Language
    42. Elizabeth D. Peña and Kai J. Greene


      Literacy and Content-Based Language Teaching

    43. Understanding L2 Writers "At-Risk": A Socio-Cultural Perspective
    44. Robert Kohls

    45. English for Specific Purposes: Engineers Learning How to Mean in English
    46. Penny Kinnear

    47. A Sociocultural Approach to Second Language Literacy Pedagogy
    48. Kimberly Buescher


      Sociocultural Theory and Technology

    49. Collaborative Activity in the Digital World
    50. Adela Ganem-Gutiérrez

    51. Exploring the Interdisciplinary Synergy between Sociocultural Theory and Intelligent Computer-Assisted Language Learning
    52. Haiyang Ai and Xiaofei Lu

    53. The Integration of ELF and Sociocultural Theory via Network-Based Language Teaching: Best Practices for the English Classroom
    54. Enrico Grazzi



      Teacher Education

    55. Making L2 Teacher Education Matter Through Vygotskian-Inspired Pedagogy and Research
    56. Karen Johnson and Paula Golombek

    57. History-in-Person: Ontogenesis and the Professional Formation of Language Teachers
    58. Richard Donato and Kristin J. Davin

    59. Gesture as a Mediational Tool in the L2 classroom
    60. Tetyana Smotrova

    61. Concept-based Instruction in Teacher Education Programs in Spain as Illustrated by the SCOBA-Mediated Barcelona Formative Model
    62. Olga Esteve

    63. Applying Sociocultural Theory to Prepare Teachers to Work with Culturally and Linguistically Diverse Students and Families
    64. Ana Christina da Silva Iddings


      Sociocultural Theory and Social Change

    65. Sociocultural Theory as Everyday Practice: The Challenge of PK-12 Teacher Preparation for Multilingual and Multicultural Learners
    66. Annela Teemant

    67. Inclusion, "Defectology," and Second Language Learners
    68. Peter Smagorinsky

    69. Trends within Sociocultural Theory, and the Utility of "Cultural Capital" for SCT

    Carl Ratner


    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 Xi’an 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.

    "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