Imagined communities: Reflections on the origin and spread of nationalism

Fact and fiction in language learning researching identity and language learning the world of adult immigrant language learners Eva and Mai - old heads on young shoulders mothers, migration, and language learning second language acquisition theory revisited claiming the right to speak in classrooms & communities.

Identity and language learning : gender, ethnicity and educational change

The cultural origins of human cognition

Introducing sociocultural theory 1. Sociocultural contributions to understanding the foreign and second language classroom 2. Rethinking interaction in SLA: Developmentally appropriate assistance in the zone of proximal development and the acquisition of L2 grammar 3. Subjects speak out: How learners position themselves in a psycholinguistic task 4. The output hypothesis and beyond: Mediating acquisition through collaborative dialogue 5. Playfulness as mediation in communicative language teaching in a Vietnamese classroom 6. Social discursive constructions of self in L2 learning 7. Second language learning as participation and the (re)construction of selves 8. Side affects: The strategic development of professional satisfaction 9. The appropriation of gestures of the abstract by L2 learners 10. Second language acquisition theory and the truth(s) about relativity 11. From input to affordance: Social-interactive learning from an ecological perspective Bibliography Index

Sociocultural Theory and Second Language Learning

Whilst many definitions of formative assessment have been offered, there is no clear rationale to define and delimit it within broader theories of pedagogy. This paper aims to offer such a rationale, within a framework which can also unify the diverse set of practices which have been described as formative. The analysis is used to relate formative assessment both to other pedagogic initiatives, notably cognitive acceleration and dynamic assessment, and to some of the existing literature on models of self-regulated learning and on classroom discourse. This framework should indicate potentially fruitful lines for further enquiry, whilst at the same time opening up new ways of helping teachers to implement formative practices more effectively.

Developing a theory of formative assessment

Integrates theory, research, and practice on the learning of second and foreign languages as informed by sociocultural and activity theory. It familiarizes students, teachers, and other researchers who do not work within the theory with its principal claims and constructs in particular as they relate to second language research. The book also describes and illustrates the use of activity theory to support practical and conceptual innovations in second language education.

Sociocultural Theory and the Genesis of Second Language Development

enties, with the ground breaking publications of Pit Corder, Burt and Kiparsky, George, and Richards (14), one of the central themes of second language research has been the study of learner errors as a reflection of hypothesis testing on the part of second language learners (8; 15; 20; 23;)1 Eventually, the attention of those working on learner errors has moved away from the analysis of errors in their own right as indications of hypothesis testing and interlanguage development to concern with questions relating to the potential effects of corrective procedures on language learning The fundamental question is: does error correction lead to learning, or are corrective moves by teachers or other caretakers ineffective? In addition, some corollary questions have also been addressed, including how and when errors should be corrected (7: p 135) Research aimed at answering these questions has been carried out in either an ethnographic or an experimental framework2 Those working within the ethnographic approach have conducted careful observational studies of corrective behaviors both in the classroom and natu-

Negative Feedback as Regulation and Second Language Learning in the Zone of Proximal Development

Theoretical Framework: An Introduction to Vygotskian Perspectives on Second Language Research, James P. Lantolf and Gabriela Appel PART I: Zone of Proximal Development PART II: Inner Speech PART III: Activity Theory

Vygotskian Approaches to Second Language Research

THE PHENOMENON OF MULTILINGUALISM is as old as humanity, but multilingualism has been catapulted to a new world order in the 21st century. Social relations, knowledge structures, and webs of power are experienced bymany people as highly mobile and interconnected—for good and for bad—as a result of broad sociopolitical events and global markets. As a consequence, today’s multilingualism is enmeshed in globalization, technologization, and mobility. Communication and meaning-making are often felt as deterritorialized, that is, lived as something “which does not belong to one locality but which organizes translocal trajectories and wider spaces” (Blommaert, 2010, p. 46), while language use and learning are seen as emergent, dynamic, unpredictable, open ended, and intersubjectively negotiated. In this context, increasingly numerous and more diverse populations of adults and youth become multilingual and transcultural later in life, either by elective choice or by forced circumstances, or for a mixture of reasons. They must learn to negotiate complex demands and opportunities for varied, emergent competencies across their languages. Understanding such learning requires the integrative consideration of learners’ mental and neurobiological processing, remembering and categorizing patterns, and momentto-moment use of language in conjunction with a variety of socioemotional, sociocultural, sociopolitical, and ideological factors. The field of second language acquisition (SLA) seeks (a) to understand the processes by which school-aged children, adolescents, and adults learn and use, at any point in life, an additional language, including second, foreign,

A Transdisciplinary Framework for SLA in a Multilingual World

This article reviews the research carried out over approximately the past five years on second language learning as a mediated process. Lantolf and Pavlenko (1995) surveyed twenty-five studies carried out from the early 1980s to the mid 1990s on mediated second language (L2) learning. Since the publication of their article only five years ago, more than forty new studies have appeared on mediated learning. As this research has become more robust, it has explored some of the original topics in greater depth and importantly, it has moved into new areas not previously studied. For example, current work continues to seek to better understand how L2 learning is mediated in the Zone of Proximal Development, a topic of earlier work, but it is now looking more closely at peer rather than expert-novice scaffolding in the ZPD. Research is also studying how experts scaffold novices in concrete classroom situations where concern is not with the ZPD itself, as was the case with the original work, but with how individuals, unaware of such a construct, go about providing and appropriating help in order to learn.While some of the earlier research focused on the role of private speech in carrying out tasks in a second language, more recent research is concerned with the role of private speech in appropriating a second language. A new area of interest that has opened up within the past two or three years deals with the processes through which language mediates the formation of new identities among L2 learners.

https://www.cambridge.org/core/services/aop-cambridge-core/content/view/S0261444800015329

James P. Lantolf

Papers

Sociocultural Theory and the Genesis of Second Language Development

Negative Feedback as Regulation and Second Language Learning in the Zone of Proximal Development

Vygotskian Approaches to Second Language Research

A Transdisciplinary Framework for SLA in a Multilingual World

Second language learning as a mediated process