The Routledge Handbook of Sociocultural Theory and Second Language Development  book cover
1st Edition

The Routledge Handbook of Sociocultural Theory and Second Language Development

ISBN 9781138651555
Published June 21, 2018 by Routledge
614 Pages

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Book 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.

Table of Contents

  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

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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