ABSTRACT

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 James P. Lantolf, Matthew E. Poehner, and Merrill Swain

      2.  

    PART I

    Sociocultural Theory Concepts and Principles

  2. Mediation and Internalization: Conceptual Analysis and Practical Applications

    3. Alex Kozulin

  3. Zones of Proximal Development: Mundane and Magical

    4. Lois Holzman

  4. Essential Aspects of Vygotsky’s Theoretical Framework and Methodological Approach Revealed in His Analysis of Unit(ies)

    5. Holbrook Mahn

  5. Vygotsky on the Consciousness and the Application to Second Language Development

    6. Steven G. McCafferty

  6. Understanding Development Through the Perezhivanie of Learning　

    7. Nikolai Veresov and Nelson Mok

  7. Acquisition of Scientific Concepts as the Content of School Instruction

    8. Yuriy Karpov

    　

    PART II

    Second Languages, the Brain, and Thinking

  8. Neuropsychology of Bilingualism

    9. Mónica Rosselli and Alfredo Ardila

  9. Inner Speech and Its Impact on Teaching and Learning

    10. Anke Werani

  10. Private and Inner Speech in L2 Learning: The Impact of Vygotskyan Sociocultural Theory

    11. María C. M. de Guerrero

  11. Gesture as a Window Onto Conceptualization in Second Language Acquisition:

    12. A Vygotskian Perspective

    Gale Stam

    　

    PART III

    Concept-Based Instruction

  12. Concept-Based Instruction: Investigating the Role of Conscious Conceptual Manipulation in L2 Development

    13. Próspero García

  13. Concept-Based Instruction of Chinese as a Second Language

    14. Jie Zhang and Xian Zhang

  14. Concept-Based Pragmatics Instruction: Principles and Applications

    15. Rémi A. van Compernolle

  15. Mediated Development: Promoting Learner Internalization of L2 Concepts through Cognitive-Process Focused Activities

    16. Paolo Infante

    　

    PART IV

    Dynamic Assessment

  16. Probing and Provoking L2 Development: The Object of Mediation in Dynamic

    17. Assessment and Mediated Development

    Matthew E. Poehner

  17. Understanding Learner L2 Development Through Reciprocity

    18. Rumia Ableeva

  18. Mediator and Learner Engagement in Co-Regulated Inter-Psychological Activity

    19. Kristin J. Davin

  19. Employing Dynamic Assessment to Enhance Agency Among L2 Learners

    20. Tziona Levi and Matthew E. Poehner

  20. Dynamic Diagnosis of Second Language Abilities

    21. Marta Antón

  21. Dynamic Assessment of Children Learning a Second Language

    22. Elizabeth D. Peña and Kai J. Greene

    　

    PART V

    Literacy and Content-Based Language Teaching

  22. Understanding L2 Writers "At-Risk": A Socio-Cultural Perspective

    23. Robert Kohls

  23. English for Specific Purposes: Engineers Learning How to Mean in English

    24. Penny Kinnear

  24. A Sociocultural Approach to Second Language Literacy Pedagogy

    25. Kimberly Buescher

    　

    PART VI

    Sociocultural Theory and Technology

  25. Collaborative Activity in the Digital World

    26. Gabriela Adela Ganem-Gutiérrez

  26. Exploring the Interdisciplinary Synergy Between Sociocultural Theory and Intelligent Computer-Assisted Language Learning

    27. Haiyang Ai and Xiaofei Lu

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

    28. Enrico Grazzi

     

    PART VI

    Teacher Education

  28. Making L2 Teacher Education Matter Through Vygotskian-Inspired Pedagogy and Research

    29. Karen E. Johnson and Paula R. Golombek

  29. History-in-Person: Ontogenesis and the Professional Formation of Language Teachers

    30. Richard Donato and Kristin J. Davin

  30. Gesture as a Mediational Tool in the L2 classroom

    31. Tetyana Smotrova

  31. Concept-Based Instruction in Teacher Education Programs in Spain as Illustrated by the SCOBA-Mediated Barcelona Formative Model: Helping Teachers to Become Transformative Practitioners

    32. Olga Esteve Ruesca

  32. Applying Sociocultural Theory to Prepare Teachers to Work with Culturally and Linguistically Diverse Students and Families

    33. Ana Christina da Silva Iddings

    　

    PART VII

    Sociocultural Theory and Social Change

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

    34. Annela Teemant

  34. Inclusion, "Defectology," and Second Language Learners

    35. Peter Smagorinsky

  35. Trends Within Sociocultural Theory, and the Utility of "Cultural Capital" for SCT

Carl Ratner

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