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.
{"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":" ","pages":""},"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}
Fleer, M., González Rey, F., and Jones, P. E. (eds.). (2020). Cultural Historical and Critical Psychology: Common Ground, Divergences, and Future Pathways. Springer Nature Singapore Pte Ltd. 191 pp. $169.99 (Hard Cover) ISBN: 978-981-15-2208-6; $169.99 (Soft Cover) ISBN: 978-981-15-2211-6
{"title":"Fleer, M., González Rey, F., and Jones, P. E. (eds.). (2020). Cultural Historical and Critical Psychology: Common Ground, Divergences, and Future Pathways","authors":"L. Fernández, Joseph Christensen","doi":"10.1558/lst.24123","DOIUrl":"https://doi.org/10.1558/lst.24123","url":null,"abstract":"Fleer, M., González Rey, F., and Jones, P. E. (eds.). (2020). Cultural Historical and Critical Psychology: Common Ground, Divergences, and Future Pathways. Springer Nature Singapore Pte Ltd. 191 pp. $169.99 (Hard Cover) ISBN: 978-981-15-2208-6; $169.99 (Soft Cover) ISBN: 978-981-15-2211-6","PeriodicalId":41451,"journal":{"name":"Language and Sociocultural Theory","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2023-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43751746","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}
A computerized dynamic assessment (CDA) program was created to help instructors develop student understanding of second language grammatical features and as a diagnostic and assessment tool. The program (called CDAG) approximates an interactionist approach to dynamic assessment, utilizing hints/prompts calibrated to the student’s answer choice. CDAG allows the instructor to customize language, question type, linguistic features to be assessed, answer choices (including distractors), and mediational prompts: it can thus assess a variety of grammatical structures. To evaluate the effectiveness of CDAG vis-à-vis static assessment, control and CDA groups were compared in terms of mediated and unmediated individual and group scores. The use of CDAG aided in the micro and macrogenetic development of Spanish as a foreign language students’ ability to conjugate Spanish verbs in the future tense. The information CDAG provides about the specific root causes for students’ incorrect answers makes it useful as a diagnostic and assessment tool.
{"title":"Development of a Computerized Dynamic Assessment Program for Second Language Grammar Instruction and Assessment","authors":"Tina S. Randall, Kimberly Urbanski","doi":"10.1558/lst.21006","DOIUrl":"https://doi.org/10.1558/lst.21006","url":null,"abstract":"A computerized dynamic assessment (CDA) program was created to help instructors develop student understanding of second language grammatical features and as a diagnostic and assessment tool. The program (called CDAG) approximates an interactionist approach to dynamic assessment, utilizing hints/prompts calibrated to the student’s answer choice. CDAG allows the instructor to customize language, question type, linguistic features to be assessed, answer choices (including distractors), and mediational prompts: it can thus assess a variety of grammatical structures. To evaluate the effectiveness of CDAG vis-à-vis static assessment, control and CDA groups were compared in terms of mediated and unmediated individual and group scores. The use of CDAG aided in the micro and macrogenetic development of Spanish as a foreign language students’ ability to conjugate Spanish verbs in the future tense. The information CDAG provides about the specific root causes for students’ incorrect answers makes it useful as a diagnostic and assessment tool.","PeriodicalId":41451,"journal":{"name":"Language and Sociocultural Theory","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2023-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43481680","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}
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.
关于教学语用学的研究文献越来越多，包括对日语的研究，但对自然发生的课堂创新的研究却很少。本文介绍了一项名为“休闲星期五”的教学创新研究，在该研究中，一所大学的多节高级开始(二年级)日语课程的教授指定了某些课程作为研究生助教(TAs)的空间，让学生使用日语休闲语库。通过对教学人员的访谈、学生调查结果以及课堂和会议观察的分析，可以看出休闲星期五这一课程的组织变革如何改变了活动系统(Engeström, 1987, 1999, 2003)。转变后的助教角色创造了一个教学安全屋(Canagarajah, 2004;Pomerantz and Bell, 2011;Pratt, 1991)，通过提供助教教学自主权，与学生更强的横向联系，以及暂时摆脱常规课程的限制，来提高助教的教学效率。这种重组促进了助教的创新，他们创造性地使用语言、设计材料、教授方言、介绍日本青年文化等。与学生调查相结合的三角测量法证实了访谈和观察的结果，同时也表明学生报告了语言文化学习。结果表明，在通常以教科书和语法为中心的课程中开辟空间，让助教自由地展示语言文化，让学生参与其中，是有好处的。
{"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":" ","pages":""},"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}
The Oral Proficiency Interview (OPI) is an effective tool for assessing language learners’ speaking ability. While it is commonly employed in institutional contexts, the OPI has been criticized for not granting due attention to the assistance that the tester offers to the learner. Dynamic Assessment (DA), rooted in Vygotsky’s theory of the development of human higher psychological functions, believes the use of different forms of mediation, when tailored to learners’ needs, enables learners to perform beyond their current level, thus providing insights into their emerging abilities. This study explores the use of DA within the OPI framework. Through a microgenetic analysis of the mediation-learner interactions observed in a series of mock OPI sessions conducted in Mandarin Chinese, we identified the mediation and reciprocity typological moves that are significant to learner development. The analysis showed DA’s potential for not only pinpointing areas of difficulty but also identifying the learner’s Zone of Proximal Development (ZPD) and supporting their microgenetic progress. The findings indicate that DA would add an important, yet long neglected, dimension to the OPI framework.
{"title":"Mediation and Learner Reciprocity","authors":"Zhaoyu Wang, J Zhang","doi":"10.1558/lst.22181","DOIUrl":"https://doi.org/10.1558/lst.22181","url":null,"abstract":"The Oral Proficiency Interview (OPI) is an effective tool for assessing language learners’ speaking ability. While it is commonly employed in institutional contexts, the OPI has been criticized for not granting due attention to the assistance that the tester offers to the learner. Dynamic Assessment (DA), rooted in Vygotsky’s theory of the development of human higher psychological functions, believes the use of different forms of mediation, when tailored to learners’ needs, enables learners to perform beyond their current level, thus providing insights into their emerging abilities. This study explores the use of DA within the OPI framework. Through a microgenetic analysis of the mediation-learner interactions observed in a series of mock OPI sessions conducted in Mandarin Chinese, we identified the mediation and reciprocity typological moves that are significant to learner development. The analysis showed DA’s potential for not only pinpointing areas of difficulty but also identifying the learner’s Zone of Proximal Development (ZPD) and supporting their microgenetic progress. The findings indicate that DA would add an important, yet long neglected, dimension to the OPI framework.","PeriodicalId":41451,"journal":{"name":"Language and Sociocultural Theory","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2023-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47020887","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}
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.
关于教学语用学的研究文献越来越多，包括对日语的研究，但对自然发生的课堂创新的研究却很少。本文介绍了一项名为“休闲星期五”的教学创新研究，在该研究中，一所大学的多节高级开始(二年级)日语课程的教授指定了某些课程作为研究生助教(TAs)的空间，让学生使用日语休闲语库。通过对教学人员的访谈、学生调查结果以及课堂和会议观察的分析，可以看出休闲星期五这一课程的组织变革如何改变了活动系统(Engeström, 1987, 1999, 2003)。转变后的助教角色创造了一个教学安全屋(Canagarajah, 2004;Pomerantz and Bell, 2011;Pratt, 1991)，通过提供助教教学自主权，与学生更强的横向联系，以及暂时摆脱常规课程的限制，来提高助教的教学效率。这种重组促进了助教的创新，他们创造性地使用语言、设计材料、教授方言、介绍日本青年文化等。与学生调查相结合的三角测量法证实了访谈和观察的结果，同时也表明学生报告了语言文化学习。结果表明，在通常以教科书和语法为中心的课程中开辟空间，让助教自由地展示语言文化，让学生参与其中，是有好处的。
{"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":"65 1","pages":"0"},"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}
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.
本研究以传统认知取向、社会文化理论取向和批判理论取向为理论框架，对2014年至2020年发表在《中国作为第二语言》杂志(CSL)上的78篇论文进行了批判性分析，该杂志是专门研究中国语言文化的权威期刊。和教育学。本研究探讨了中国语言和文化的教学如何在二语习得领域被概念化和实施，并探讨了导致该领域受挫、不满或批评的因素(例如，Lantolf和Genung, 2002;Li and Duff, 2008, 2018;索恩,2005)。此外，本研究提高了对社会文化和批判性视角对语言教学和学习价值的认识(例如，Douglas Fir Group, 2016;Fairclough, 1992;Halliday and Hasan, 1985;新伦敦集团，1996;维果斯基(Vygotsky, 1978)，建议在全球化背景下进行更多批判性和社会文化导向的研究，以支持汉语作为世界语言的学习。
{"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":"23 1","pages":"0"},"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}
Much research exploring the use of videos to support language learning positions videos as tools and learners as passively engaged viewers. This study reveals that when encouraged to explore authentic Chinese videos, L2 learners actively took control of their language learning based on their personal interests. The complexity of video learning calls for deeper exploration into learners’ experiences. Using socio-cultural theory perspectives of self-, other-, and social-mediation and internalization, this article depicts heritage and non-heritage university-level Chinese language learners’ agency during informal video learning. This two-year qualitative study used semi-structured interviews, stimulus recall, participant observation, and document collection. Analysis revealed these lived experiences of participants’ agentic video learning; Learners in our study demonstrated variety in terms of social support and cultural understanding helping or hindering how videos mediated their L2 learning. Teachers should therefore design video pedagogy that considers individual students’ social worlds and purposes for L2 learning.
{"title":"Do Students have Agency?","authors":"Ting Huang, J. Lammers","doi":"10.1558/lst.23366","DOIUrl":"https://doi.org/10.1558/lst.23366","url":null,"abstract":"Much research exploring the use of videos to support language learning positions videos as tools and learners as passively engaged viewers. This study reveals that when encouraged to explore authentic Chinese videos, L2 learners actively took control of their language learning based on their personal interests. The complexity of video learning calls for deeper exploration into learners’ experiences. Using socio-cultural theory perspectives of self-, other-, and social-mediation and internalization, this article depicts heritage and non-heritage university-level Chinese language learners’ agency during informal video learning. This two-year qualitative study used semi-structured interviews, stimulus recall, participant observation, and document collection. Analysis revealed these lived experiences of participants’ agentic video learning; Learners in our study demonstrated variety in terms of social support and cultural understanding helping or hindering how videos mediated their L2 learning. Teachers should therefore design video pedagogy that considers individual students’ social worlds and purposes for L2 learning.","PeriodicalId":41451,"journal":{"name":"Language and Sociocultural Theory","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2023-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46259109","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}
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.
{"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":" ","pages":""},"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}
This study presents the results of a research project on the interrelation between an instructional design and the application of cultural-historical-activity-theory (CHAT) on a course on International Culture with higher education students. Over a nine-week course, the researcher collected data on some of the students’ course projects and their reflections from a focus group activity. The findings suggest that the interrelation between the course instructional design and CHAT allowed students to gain consciousness of their class work and their own learning as they demonstrated greater command of the course contents as the course progressed. Additionally, from the perspective of CHAT, students’ agency was enhanced by their concept internalization and awareness of the course objectives and learning goals. Finally, self-regulation in teaching and learning emerged as the research stakeholders committed themselves to working towards the configuration of a learning community with a clear sense of rules and further division of labor.
{"title":"Consciousness and Learning","authors":"Héctor Manuel Serna Dimas","doi":"10.1558/lst.22372","DOIUrl":"https://doi.org/10.1558/lst.22372","url":null,"abstract":"This study presents the results of a research project on the interrelation between an instructional design and the application of cultural-historical-activity-theory (CHAT) on a course on International Culture with higher education students. Over a nine-week course, the researcher collected data on some of the students’ course projects and their reflections from a focus group activity. The findings suggest that the interrelation between the course instructional design and CHAT allowed students to gain consciousness of their class work and their own learning as they demonstrated greater command of the course contents as the course progressed. Additionally, from the perspective of CHAT, students’ agency was enhanced by their concept internalization and awareness of the course objectives and learning goals. Finally, self-regulation in teaching and learning emerged as the research stakeholders committed themselves to working towards the configuration of a learning community with a clear sense of rules and further division of labor.","PeriodicalId":41451,"journal":{"name":"Language and Sociocultural Theory","volume":"1 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2023-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42725615","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}
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