CiNii 図書 - The Routledge handbook of sociocultural theory and second language development

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.

Introduction James P. Lantolf, Matthew E. Poehner, and Merrill Swain PART I Sociocultural Theory Concepts and Principles Mediation and Internalization: Conceptual Analysis and Practical Applications Alex Kozulin Zones of Proximal Development: Mundane and Magical Lois Holzman Essential Aspects of Vygotsky's Theoretical Framework and Methodological Approach Revealed in His Analysis of Unit(ies) Holbrook Mahn Vygotsky on the Consciousness and the Application to Second Language Development Steven G. McCafferty Understanding Development Through the Perezhivanie of Learning Nikolai Veresov and Nelson Mok Acquisition of Scientific Concepts as the Content of School Instruction Yuriy Karpov PART II Second Languages, the Brain, and Thinking Neuropsychology of Bilingualism Monica Rosselli and Alfredo Ardila Inner Speech and Its Impact on Teaching and Learning Anke Werani Private and Inner Speech in L2 Learning: The Impact of Vygotskyan Sociocultural Theory Maria C. M. de Guerrero Gesture as a Window Onto Conceptualization in Second Language Acquisition: A Vygotskian Perspective Gale Stam PART III Concept-Based Instruction Concept-Based Instruction: Investigating the Role of Conscious Conceptual Manipulation in L2 Development Prospero Garcia Concept-Based Instruction of Chinese as a Second Language Jie Zhang and Xian Zhang Concept-Based Pragmatics Instruction: Principles and Applications Remi A. van Compernolle Mediated Development: Promoting Learner Internalization of L2 Concepts through Cognitive-Process Focused Activities Paolo Infante PART IV Dynamic Assessment Probing and Provoking L2 Development: The Object of Mediation in Dynamic Assessment and Mediated Development Matthew E. Poehner Understanding Learner L2 Development Through Reciprocity Rumia Ableeva Mediator and Learner Engagement in Co-Regulated Inter-Psychological Activity Kristin J. Davin Employing Dynamic Assessment to Enhance Agency Among L2 Learners Tziona Levi and Matthew E. Poehner Dynamic Diagnosis of Second Language Abilities Marta Anton Dynamic Assessment of Children Learning a Second Language Elizabeth D. Pena and Kai J. Greene PART V Literacy and Content-Based Language Teaching Understanding L2 Writers "At-Risk": A Socio-Cultural Perspective Robert Kohls English for Specific Purposes: Engineers Learning How to Mean in English Penny Kinnear A Sociocultural Approach to Second Language Literacy Pedagogy Kimberly Buescher PART VI Sociocultural Theory and Technology Collaborative Activity in the Digital World Gabriela Adela Ganem-Gutierrez Exploring the Interdisciplinary Synergy Between Sociocultural Theory and Intelligent Computer-Assisted Language Learning Haiyang Ai and Xiaofei Lu The Integration of ELF and Sociocultural Theory via Network-Based Language Teaching: Best Practices for the English Classroom Enrico Grazzi PART VI Teacher Education Making L2 Teacher Education Matter Through Vygotskian-Inspired Pedagogy and Research Karen E. Johnson and Paula R. Golombek History-in-Person: Ontogenesis and the Professional Formation of Language Teachers Richard Donato and Kristin J. Davin Gesture as a Mediational Tool in the L2 classroom Tetyana Smotrova Concept-Based Instruction in Teacher Education Programs in Spain as Illustrated by the SCOBA-Mediated Barcelona Formative Model: Helping Teachers to Become Transformative Practitioners Olga Esteve Ruesca Applying Sociocultural Theory to Prepare Teachers to Work with Culturally and Linguistically Diverse Students and Families Ana Christina da Silva Iddings PART VII Sociocultural Theory and Social Change Sociocultural Theory as Everyday Practice: The Challenge of PK-12 Teacher Preparation for Multilingual and Multicultural Learners Annela Teemant Inclusion, "Defectology," and Second Language Learners Peter Smagorinsky Trends Within Sociocultural Theory, and the Utility of "Cultural Capital" for SCT Carl Ratner

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