The Routledge handbook of sociocultural theory and second language development

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, thisbook offers perspectives on both the theoretical and practical...

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Detalles Bibliográficos
Otros Autores: Poehner, Matthew E., editor (editor), Swain, Merrill, editor, Lantolf, James P., editor
Formato: Libro electrónico
Idioma:Inglés
Publicado: Boca Raton, FL : Routledge, an imprint of Taylor and Francis 2018.
Edición:First edition
Colección:Routledge handbooks in applied linguistics.
Materias:
Language and languages > Study and teaching.
Second language acquisition.
Ver en Biblioteca Universitat Ramon Llull:https://discovery.url.edu/permalink/34CSUC_URL/1im36ta/alma991009623442906719
Tabla de Contenidos:
  • chapter 1 Introduction / James P. Lantolf
  • part PART I Sociocultural Theory Concepts and Principles
  • chapter 2 Mediation and Internalization: Conceptual Analysis and Practical Applications / Alex Kozulin
  • chapter 3 Zones of Proximal Development: Mundane and Magical / Lois Holzman
  • chapter 4 Essential Aspects of Vygotsky’s Theoretical Framework and Methodological Approach Revealed in His Analysis of Unit(ie)s / Holbrook Mahn
  • chapter 5 Vygotsky on the Consciousness and the Application to Second Language Development / Steven G. McCafferty
  • chapter 6 Understanding Development Through the Perezhivanie of Learning / Nikolai Veresov
  • chapter 7 Acquisition of Scientific Concepts as the Content of School Instruction / Yuriy V. Karpov
  • part PART II Second Languages, the Brain, and Thinking
  • chapter 8 Neuropsychology of Bilingualism / Mónica Rosselli
  • chapter 9 Inner Speech and Its Impact on Teaching and Learning / Anke Werani
  • chapter 10 Private and Inner Speech in L2 Learning: The Impact of Vygotskyan Sociocultural Theory / María C. M. de Guerrero
  • chapter 11 Gesture as a Window Onto Conceptualization in Second Language Acquisition: A Vygotskian Perspective / Gale Stam
  • part PART III Concept-Based Instruction
  • chapter 12 Concept-Based Instruction: Investigating the Role of Conscious Conceptual Manipulation in L2 Development / Próspero N. García
  • chapter 13 Concept-Based Instruction of Chinese as a Second Language / Jie Zhang
  • chapter 14 Concept-Based Pragmatics Instruction: Principles and Applications / Rémi A. van Compernolle
  • chapter 15 Mediated Development: Promoting Learner Internalization of L2 Concepts Through Cognitive-Process Focused Activities / Paolo Infante
  • part PART IV Dynamic Assessment
  • chapter 16 Probing and Provoking L2 Development: The Object of Mediation in Dynamic Assessment and Mediated Development / Matthew E. Poehner
  • chapter 17 Understanding Learner L2 Development Through Reciprocity / Rumia Ableeva
  • chapter 18 Mediator and Learner Engagement in Co-Regulated Inter- Psychological Activity / Kristin J. Davin
  • chapter 19 Employing Dynamic Assessment to Enhance Agency Among L2 Learners / Tziona Levi
  • chapter 20 Dynamic Diagnosis of Second Language Abilities / Marta Antón
  • chapter 21 Dynamic Assessment of Children Learning a Second Language / Elizabeth D. Peña
  • part PART V Literacy and Content-Based Language Teaching
  • chapter 22 Understanding L2 Writers “At Risk”: A Sociocultural Perspective / Robert Kohls
  • chapter 23 English for Specific Purposes: Engineers Learning How to Mean in English / Penny Kinnear
  • chapter 24 A Sociocultural Approach to Second Language Literacy Pedagogy / Kimberly Buescher
  • part PART VI Sociocultural Theory and Technology
  • chapter 25 Collaborative Activity in the Digital World / Gabriela Adela Gánem-Gutiérrez
  • chapter 26 Exploring the Interdisciplinary Synergy Between Sociocultural Theory and Intelligent Computer-Assisted Language Learning / Haiyang Ai
  • chapter 27 The Integration of ELF and Sociocultural Theory via Network- Based Language Teaching: Best Practices for the English Classroom / Enrico Grazzi
  • part PART VII Teacher Education
  • chapter 28 Making L2 Teacher Education Matter Through Vygotskian-Inspired Pedagogy and Research / Karen E. Johnson
  • chapter 29 History-in-Person: Ontogenesis and the Professional Formation of Language Teachers / Richard Donato
  • chapter 30 Gesture as a Mediational Tool in the L2 Classroom Tetyana Smotrova
  • chapter 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 / Olga Esteve Ruesca
  • chapter 32 Applying Sociocultural Theory to Prepare Teachers to Work With Culturally and Linguistically Diverse Students and Families / Ana Christina da Silva Iddings
  • part PART VIII Sociocultural Theory and Social Change
  • chapter 33 Sociocultural Theory as Everyday Practice: The Challenge of PK-12 Teacher Preparation for Multilingual and Multicultural Learners / Annela Teemant
  • chapter 34 Inclusion, “Defectology,” and Second Language Learners / Peter Smagorinsky
  • chapter 35 Trends Within Sociocultural Theory, and the Utility of “Cultural Capital” for SCT / Carl Ratner.

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