Sociocultural Theory and L2 Development

Lantolf, James P.; Poehner, Matthew E.; Thorne, Steven L.

doi:10.4324/9780429503986-10

Cited by 233 publications

(379 citation statements)

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“…Within the field of second language acquisition (SLA), sociocultural scholars (Lantolf, Thorne, & Poehner, ) have applied the concept of scaffolding to theories of language learning and teaching. Studies document ways in which expert others or equally knowledgeable others help learners co‐construct language and knowledge about language (Donato, ; van Lier, ).…”

Section: Instructional Scaffoldsmentioning

confidence: 99%

Exemplary Reading Teachers’ Use of Instructional Scaffolds With Emergent Bilinguals: How Knowledge and Context Shape Their Choices

Johnson

2018

TESOL Quarterly

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Instructional scaffolding-the use of resources, structures, and verbal interaction to help students do challenging academic work-is known to be essential for effective English language reading instruction for emergent bilinguals (EBs; Goldenberg, 2010;Walqui, 2006). Yet little systematic research examines the scaffolds that teachers use. Drawing on scholarship about teacher cognition (Ben-Peretz, 2011) and instructional scaffolding (van Lier, 1988), this study analyzes how six middle school teachers, all nominated as exemplary, chose and used scaffolds during English language reading instruction. Data include video recordings of 60 reading lessons and 18 interviews. The researcher analyzed which scaffolds teachers used and how they explained their choices. As EBs read and discussed texts, teachers used a wide range of planned scaffolds (materials, structures, and routines) and interactional scaffolds (in-the-moment supports for language and content). Drawing on both formal and practical knowledge (Elbaz, 1991), they chose scaffolds that effectively provided comprehensible input, opportunities for language production and interaction, or support for reading development. The instructional context-class composition, available materials and equipment, and professional support-mediated teachers' choice and use of scaffolds. Findings inform teacher educators, school leaders, and researchers who seek to improve the scaffolding practice of preservice and in-service teachers working with EBs.

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Section: Instructional Scaffoldsmentioning

confidence: 99%

Exemplary Reading Teachers’ Use of Instructional Scaffolds With Emergent Bilinguals: How Knowledge and Context Shape Their Choices

Johnson

2018

TESOL Quarterly

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“…Para alcançar os objetivos desta pesquisa, a organização deste curso foi baseada na teoria sociocultural vygotskiana (Vygotsky, 2004;. Os dados coletados indicaram que os estudantes da ECFI desenvolveram a criatividade, a autoexpressão, a imaginação (Vygotsky, 2004;, o pensamento conceitual (Lantolf, 2015), a autorregulação e a agência (Wertsch, 1998).…”

Section: Introductionunclassified

“…To communicate effectively in today's world is one of the most important skills required by schools, workplaces and even the internet (World Economic Forum, 2015). Therefore, to teach students how to communicate successfully, teachers should be able to carefully identify and select activities which can improve their students' creativity, self-expression, imagination (Vygotsky, 2004;, conceptual thinking (Lantolf, 2015), self-regulation as well as agency (Wertsch, 1998). One possible way of achieving that is by creative writing, which is the focus of this thesis.…”

Section: Introductionmentioning

confidence: 99%

“…decided to design and organize the FCW course based on the Vygotskian sociocultural theory (Vygotsky, 2004;, along with some of its most recognized proponents (Wertsch, 1998;John-Steiner, 2015;Lantolf, 2015), mainly related to creativity and second language acquisition theories.…”

Section: Introductionmentioning

confidence: 99%

“…In relation to the literary studies, it may deepen researchers' knowledge about fanfictions, ficwriters, ficreaders and fandoms. In relation to the creative writing, it may also help teachers and students to deal with the writing process through a Vygotskian perspective, promoting self-expression (Vygotsky, 2004;2018), self-regulation, agency (Wertsch, 1998) and conceptual thinking (Lantolf, 2015), which are still very infrequent in today's creative writing courses.…”

Section: Introductionmentioning

confidence: 99%

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The development of undergraduate students\' fanfictional creative writing in English

Placido¹

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Spoken Word Poetry with Multilingual Youth from Refugee Backgrounds

Burton¹,

Viegen²

2021

J Adolescent & Adult Lit

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This article reports insights from a spoken word poetry workshop conducted with youth from refugee backgrounds and their teachers at a large suburban secondary school. The broad aim of engaging spoken word poetry in the educational context was to encourage and listen to student voice and creative self‐expression, and to explore opportunities within the class to speak to sociopolitical issues and injustices relevant to students’ lives and experiences. The article illustrates how the workshop created situated, embodied teaching and learning activities to familiarize students with the spoken word genre and invite students to imagine spoken word as part of their expanding repertoire. These experiences engaged with students’ linguistic, cultural, and other semiotic resources, valorizing translanguaging as a critical practice for youth in the process of resettlement and teachers supporting their social and educational integration. The article concludes with implications for teachers interested in incorporating spoken word in the classroom.

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Sociocultural Theory and L2 Development

Cited by 233 publications

References 1 publication

Exemplary Reading Teachers’ Use of Instructional Scaffolds With Emergent Bilinguals: How Knowledge and Context Shape Their Choices

Exemplary Reading Teachers’ Use of Instructional Scaffolds With Emergent Bilinguals: How Knowledge and Context Shape Their Choices

The development of undergraduate students\' fanfictional creative writing in English

Spoken Word Poetry with Multilingual Youth from Refugee Backgrounds

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