Lantolf 2000 vygotsky biography
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Sociocultural Theory
Abstract
The chapter examines the pedagogical implications for English language teaching of the fundamental theoretical tenet of sociocultural theory: higher forms of human consciousness are semiotically mediated. In the first part of the chapter, I will discuss the specifics of what it means to make such a claim regarding human thinking. I will consider the following theoretical constructs: the zone of proximal development, internalization, imitation, and private speech. In the second part of the chapter, I will consider the implications of the theory for the English language classroom. In particular, I will focus on ways in which the theory compels us to reinterpret the relationship between learners and teachers, the role that activity as defined in sociocultural theory plays in learning, how we understand successful learning, and the relationship between learning, development, and assessment.
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References
Bronfenbrenner, U. (1977). Toward an experimental ecology of human development. American Psychologist, 32, 513–551.
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Dunn, W. E., & Lantolf, J. P. (199
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LANTOLF - 2000 - Introducing Sociocultural Inkling - Compressed
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Lantolf, J., Poehner, M., & Thorne, S. L. (2020). Sociocultural Theory and L2 Development. In B. VanPatten, G. Keating, & S. Wulff (Eds.), Theories in Second Language Acquisition (pp. 223-247). 3rd Edition. New York: Routledge.
Internalization
Any function in the child's cultural development appears twice, or on two planes. First it appears on the social plane, and then on the psychological plane. First it appears between people as an interpsychological category, and then within the child as an intrapsychological category. This is equally true with regard to voluntary attention, logical memory, the formation of concepts, and the development of volition (Vygotsky, 1981, p. 163) As this quotation makes clear, higher order cognitive functions, which include planning, categorization, and interpretive strategies, are initially social and subsequently are internalized and made available as cognitive resources. This process of creative appropriation occurs through exposure to, and use of, semiotic systems such as languages, textual (and now digital) literacies, numeracy and mathematics, and other historically accumulated cultural practices. In this sense, internalization describes the developmental process whereby humans gain the capacity to perform complex cognitive an