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The Routledge Handbook of Sociocultural Theory and Second Language Development
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Table of Contents

  1. Introduction to Sociocultural Theory, Historical Background of SCT-L2 Research and Overview of the Volume
  2. James P. Lantolf, Matthew E. Poehner, and Merrill Swain SECTION I Sociocultural Theory Concepts and Principles
  3. Mediation and Internalization: Conceptual Analysis and Practical Applications
  4. Alex Kozulin
  5. Zone of Proximal Development
  6. Lois Holzman
  7. Essential Aspects of Vygotsky's Theoretical Framework and Methodological Approach Revealed in his Analysis of Unit(ies)
  8. Holbrook Mahn
  9. Vygotsky on Consciousness and Second Language Development
  10. Steven G. McCafferty
  11. Understanding Development Through the Perezhivanie of Learning
  12. Nikolai Veresov and Nelson Mok
  13. Acquisition of Scientific Concepts as the Content of School Instruction
  14. Yuriy Karpov SECTION II Second Languages, the Brain and Thinking
  15. Neuropsychology of Bilingualism
  16. Monica Rosselli and Alfredo Ardila
  17. Inner Speech and Its Impact on Teaching and Learning
  18. Anke Werani
  19. Private and Inner Speech in L2 Learning: The Impact of Vygotskyan Sociocultural Theory
  20. Maria C. M. de Guerrero
  21. Gesture as a Window onto Conceptualization in Second Language Acquisition:
  22. A Vygotskian Perspective Gale Stam SECTION III Concept-Based Instruction
  23. Concept-Based Instruction: Investigating the Role of Conscious Conceptual Manipulation in L2 Development
  24. Prospero Garcia
  25. Concept-based Instruction of Chinese as a Second Language
  26. Jie Zhang and Xian Zhang
  27. Concept-based Pragmatics Instruction: Principles and Classroom Applications
  28. Remi A. van Compernolle
  29. Mediated Development: Promoting Learner Internalization of L2 Concepts through Cognitive-Process Focused Activities
  30. Paolo Infante SECTION IV Dynamic Assessment
  31. Probing and Provoking L2 Development: The Object of Mediation in Dynamic
  32. Assessment and Mediated Development Matthew E. Poehner
  33. Understanding Learner L2 Development Through Reciprocity
  34. Rumia Ableeva
  35. Mediator and Learner Engagement in Co-Regulated Inter-Psychological Activity
  36. Kristin J. Davin
  37. Employing Dynamic Assessment to Enhance Agency among L2 Learners
  38. Tziona Levi and Matthew E. Poehner
  39. Dynamic Diagnosis of Second Language Abilities
  40. Marta Anton
  41. Dynamic Assessment of Children Learning a Second Language
  42. Elizabeth D. Pena and Kai J. Greene SECTION V Literacy and Content-Based Language Teaching
  43. Understanding L2 Writers "At-Risk": A Socio-Cultural Perspective
  44. Robert Kohls
  45. English for Specific Purposes: Engineers Learning How to Mean in English
  46. Penny Kinnear
  47. A Sociocultural Approach to Second Language Literacy Pedagogy
  48. Kimberly Buescher SECTION VI Sociocultural Theory and Technology
  49. Collaborative Activity in the Digital World
  50. Adela Ganem-Gutierrez
  51. Exploring the Interdisciplinary Synergy between Sociocultural Theory and Intelligent Computer-Assisted Language Learning
  52. Haiyang Ai and Xiaofei Lu
  53. The Integration of ELF and Sociocultural Theory via Network-Based Language Teaching: Best Practices for the English Classroom
  54. Enrico Grazzi SECTION VI Teacher Education
  55. Making L2 Teacher Education Matter Through Vygotskian-Inspired Pedagogy and Research
  56. Karen Johnson and Paula Golombek
  57. History-in-Person: Ontogenesis and the Professional Formation of Language Teachers
  58. Richard Donato and Kristin J. Davin
  59. Gesture as a Mediational Tool in the L2 classroom
  60. Tetyana Smotrova
  61. Concept-based Instruction in Teacher Education Programs in Spain as Illustrated by the SCOBA-Mediated Barcelona Formative Model
  62. Olga Esteve
  63. Applying Sociocultural Theory to Prepare Teachers to Work with Culturally and Linguistically Diverse Students and Families
  64. Ana Christina da Silva Iddings SECTION VII Sociocultural Theory and Social Change
  65. Sociocultural Theory as Everyday Practice: The Challenge of PK-12 Teacher Preparation for Multilingual and Multicultural Learners
  66. Annela Teemant
  67. Inclusion, "Defectology," and Second Language Learners
  68. Peter Smagorinsky
  69. Trends within Sociocultural Theory, and the Utility of "Cultural Capital" for SCT
Carl Ratner

About the Author

James P. Lantolf is the Greer Professor in Language Acquisition and Applied Linguistics at The Pennsylvania State University, USA. He is Director of the Center for Language Acquisition and was co-editor of Applied Linguistics and founding editor of the journal Language and Sociocultural Theory. He is Changjiang Scholar in Applied Linguistics in the School of Foreign Studies at Xi'an JiaoTong University, China. Matthew E. Poehner is Associate Professor of World Languages Education and Applied Linguistics at The Pennsylvania State University, USA. He is currently Associate Editor of Language and Sociocultural Theory. Merrill Swain is Professor Emerita at the Ontario Institute for Studies in Education at the University of Toronto, Canada. She was President of the American Association for Applied Linguistics (AAAL) and Vice President of the International Association of Applied Linguistics (AILA), and received an honorary doctorate from the University of Vaasa in Finland.

Reviews

"This volume is a landmark. Lantolf, Poehner, Swain and colleagues are on the cutting edge of SLA research, and their rich treatment of sociocultural theory in all its dimensions will push the area light years ahead."

Dwight Atkinson, University of Arizona, USA

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