Language and Sociocultural Theory最新文献

Better Together 更好的在一起

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Language and Sociocultural Theory Pub Date : 2023-04-28 DOI: 10.1558/lst.24467

E. Sweeney

{"title":"Better Together","authors":"E. Sweeney","doi":"10.1558/lst.24467","DOIUrl":"https://doi.org/10.1558/lst.24467","url":null,"abstract":"This conceptual article argues for the importance of placing creativity at the center of second language (L2) learning and takes music as an illustration of the potential benefits to teachers and learners. The value of music as a resource for L2 education derives from our primary experiences of music as both physical and emotional, thus creating embodied understandings of patterns, rhythms, and words that engage us cognitively and emotionally. Throughout human history, the combination of melody, rhythm, tempo, and structure of each culture’s music has served as a memory tool, a celebration of shared meaning, a space for culturally determined emotional arousal, and a mediator of cooperative physical activity. Following Kozulin’s (1998) analysis of psychological tools as cultural constructions (e.g., numbers, graphic organizers, maps, language, etc.) that allow us to organize our mental functions, music is identified as a unique psychological tool in that it prioritizes and regulates emotive factors along with cognitive factors of development. In this way, music offers possibilities for creating Zones of Proximal Development (ZPD) through activity that advances cognitive goals, such as L2 teaching and learning, and that simultaneously provokes emotional responses and engagement. The paper discusses key features of Vygotskian Sociocultural Theory, including psychological tools (Kozulin, 1998; Lantolf and Thorne, 2006), the ZPD (Vygotsky, 1978), and perezhivanie (Mok, 2015; Vygotsky, 1934/1998), considering how together they lead to a way of approaching L2 teaching and learning that favors creativity and playfulness over grammar rules and that can be advanced through the integration of music into classroom activity.","PeriodicalId":41451,"journal":{"name":"Language and Sociocultural Theory","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2023-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47150290","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Fleer, M., González Rey, F., and Jones, P. E. (eds.). (2020). Cultural Historical and Critical Psychology: Common Ground, Divergences, and Future Pathways Fler，M.、González Rey，F.和Jones，P.E.（编辑）。（2020）。文化历史与批判心理学：共同点、分歧与未来路径

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Language and Sociocultural Theory Pub Date : 2023-04-28 DOI: 10.1558/lst.24123

L. Fernández, Joseph Christensen

引用次数: 2

‘Casual Friday’ “休闲星期五

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Language and Sociocultural Theory Pub Date : 2023-04-28 DOI: 10.2307/j.ctt1d9nmsn.6

A. Ohta

{"title":"‘Casual Friday’","authors":"A. Ohta","doi":"10.2307/j.ctt1d9nmsn.6","DOIUrl":"https://doi.org/10.2307/j.ctt1d9nmsn.6","url":null,"abstract":"There is increasing research literature on instructional pragmatics, including work on Japanese, but little research on naturally occurring classroom innovations. This article presents a study of an instructional innovation called Casual Friday, where the professor of a university multi-section advanced-beginning (2nd year) Japanese language course designated certain lessons as spaces for graduate student teaching assistants (TAs) to involve students in using Japanese casual register. Analysis of interviews with instructional staff, student survey results, and classroom and meeting observations, shows how Casual Friday, an organizational transformation of the course, transformed activity systems (Engeström, 1987, 1999, 2003). Transformed TA roles created a pedagogical safe house (Canagarajah, 2004; Pomerantz and Bell, 2011; Pratt, 1991) on Casual Fridays by providing TAs instructional autonomy, stronger horizontal connections with students, and temporary freedom from the restraints of the course-as-usual. The re-organization thus promoted TA innovation, as they creatively used language, designed materials, taught dialect, introduced Japanese youth culture, etc. Triangulation with student surveys confirms findings of the interviews and observations, while also showing that students reported languaculture learning. Results suggest the benefits of carving out spaces within normally textbook-and-grammar-focused courses for TAs to have free rein in presenting and involving students with languaculture.","PeriodicalId":41451,"journal":{"name":"Language and Sociocultural Theory","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2023-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47392044","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Development of a Computerized Dynamic Assessment Program for Second Language Grammar Instruction and Assessment 第二语言语法教学与评估计算机动态评估程序的开发

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Language and Sociocultural Theory Pub Date : 2023-04-28 DOI: 10.1558/lst.21006

Tina S. Randall, Kimberly Urbanski

引用次数: 0

Mediation and Learner Reciprocity 中介与学习者互惠

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Language and Sociocultural Theory Pub Date : 2023-04-28 DOI: 10.1558/lst.22181

Zhaoyu Wang, J Zhang

引用次数: 0

‘Casual Friday’ “休闲星期五

Language and Sociocultural Theory Pub Date : 2023-04-28 DOI: 10.1558/lst.20951

Amy Snyder Ohta

{"title":"‘Casual Friday’","authors":"Amy Snyder Ohta","doi":"10.1558/lst.20951","DOIUrl":"https://doi.org/10.1558/lst.20951","url":null,"abstract":"There is increasing research literature on instructional pragmatics, including work on Japanese, but little research on naturally occurring classroom innovations. This article presents a study of an instructional innovation called Casual Friday, where the professor of a university multi-section advanced-beginning (2nd year) Japanese language course designated certain lessons as spaces for graduate student teaching assistants (TAs) to involve students in using Japanese casual register. Analysis of interviews with instructional staff, student survey results, and classroom and meeting observations, shows how Casual Friday, an organizational transformation of the course, transformed activity systems (Engeström, 1987, 1999, 2003). Transformed TA roles created a pedagogical safe house (Canagarajah, 2004; Pomerantz and Bell, 2011; Pratt, 1991) on Casual Fridays by providing TAs instructional autonomy, stronger horizontal connections with students, and temporary freedom from the restraints of the course-as-usual. The re-organization thus promoted TA innovation, as they creatively used language, designed materials, taught dialect, introduced Japanese youth culture, etc. Triangulation with student surveys confirms findings of the interviews and observations, while also showing that students reported languaculture learning. Results suggest the benefits of carving out spaces within normally textbook-and-grammar-focused courses for TAs to have free rein in presenting and involving students with languaculture.","PeriodicalId":41451,"journal":{"name":"Language and Sociocultural Theory","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135847480","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 13

Critical Literature Review on Teaching Chinese as a World Language in the Context of Globalization 全球化背景下汉语世界语言教学的批评文献综述

Language and Sociocultural Theory Pub Date : 2023-01-27 DOI: 10.1558/lst.21178

Junling Zhu

{"title":"Critical Literature Review on Teaching Chinese as a World Language in the Context of Globalization","authors":"Junling Zhu","doi":"10.1558/lst.21178","DOIUrl":"https://doi.org/10.1558/lst.21178","url":null,"abstract":"Using perspectives on language and language learning in Second Language Acquisition (SLA), including the traditional cognitive orientation, sociocultural theory orientation, and critical theoretical orientation as theoretical frameworks, this study critically analyzes 78 papers published from 2014 to 2020 in Chinese as a Second Language—The Journal of the Chinese Language Teachers Association, USA (CSL), a leading journal that is devoted exclusively to the study of Chinese language, culture, and pedagogy. This study investigates how the teaching and learning of Chinese language and culture has been conceptualized and enacted in the field of SLA and explores factors that contributed to frustration, dissatisfaction, or criticisms in this field (e.g., Lantolf and Genung, 2002; Li and Duff, 2008, 2018; Thorne, 2005). Additionally, this study raises awareness of the value of sociocultural and critical perspectives on language teaching and learning (e.g., Douglas Fir Group, 2016; Fairclough, 1992; Halliday and Hasan, 1985; New London Group, 1996; Vygotsky, 1978), suggesting more critical and sociocultural-oriented research to support learning Chinese as a world language in the context of globalization.","PeriodicalId":41451,"journal":{"name":"Language and Sociocultural Theory","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135839811","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Do Students have Agency? 学生有代理吗?

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Language and Sociocultural Theory Pub Date : 2023-01-10 DOI: 10.1558/lst.23366

Ting Huang, J. Lammers

引用次数: 2

Contingency and Multimodal Communication in the Learning Environment 学习环境中的偶然性与多模态交际

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Language and Sociocultural Theory Pub Date : 2023-01-10 DOI: 10.1558/lst.20987

Steven G. Mccafferty, Alessandro A. Rosborough

{"title":"Contingency and Multimodal Communication in the Learning Environment","authors":"Steven G. Mccafferty, Alessandro A. Rosborough","doi":"10.1558/lst.20987","DOIUrl":"https://doi.org/10.1558/lst.20987","url":null,"abstract":"From a Vygotskian (1997) theoretical perspective, teachers and learners, of necessity, need to listen and respond to one another in a meaningful way, which, significantly, entails some form of role reversal (i.e., student as teacher and teacher as student). van Lier (1996) furthered this approach in relation to second language (L2) classroom environments, emphasizing the need for conversational symmetry between students and teacher so that participation by all includes contributing individual and collective thoughts and experiences in relation to the content of a lesson, or ‘contingent interaction’, which van Lier also based on a similar approach: Instructional Conversation. Furthermore, van Lier linked his perspective to Vygotsky’s (1987) central premise that language (signs) constitutes the primary mediational tool with which we navigate ourselves and the world, which includes not only meaning (znachenie) but sense (smysl), and as applied in the case of the current study to L2 immigrant children growing up in a multilingual society. Moreover, although Vygotsky had recognized the role of proto-gesture (e.g., an infant reaching for an object that is then brought by an adult) as perhaps the earliest form of semiotic mediation, he did not concentrate on nonverbal forms of mediation, nor did van Lier. However, the current research hopes to demonstrate that speech together with nonverbal forms of communication, especially in combination (multimodal ensembles) can constitute an important aspect of creating L2 contingent interaction, and following van Lier, as connected to the Zone of Proximal Development. Additionally, emotional development (Perezhivanie) as tied to contingency and as an aspect of cooperative social relations is given treatment. Data for the study come from a second-grade classroom of L2 learners of English engaged in a read-aloud lesson directed towards L2 language and literacy development. ","PeriodicalId":41451,"journal":{"name":"Language and Sociocultural Theory","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2023-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48141437","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Consciousness and Learning 意识与学习

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Language and Sociocultural Theory Pub Date : 2023-01-10 DOI: 10.1558/lst.22372

Héctor Manuel Serna Dimas

引用次数: 1