Grounded in Vygotskian sociocultural theory, the current article examines imitation as a leading activity of development in second language teacher education. The study is centered on a novice teacher in an MA TESL practicum experience who struggled to confront and resolve contradictions surrounding the articulation and enactment of a personally-satisfying teacher identity. Analysis of written reflections collected during the practicum and an in-depth interview conducted two years later revealed how the experiencing of drama arising from imitation, as refracted through the teacher’s perezhivanie and mediated by her mentor teacher, allowed for new understandings to emerge that supported the reframing of her teacher identity. The study concludes by suggesting that the confrontation and working over of dramatic moments supported by appropriate mediation are driving forces in teacher development, and that future research should investigate the experiencing of imitation and other leading activities of development through the lenses of perezhivanie and drama.
{"title":"Escaping the ‘Mimicking Circle’ in the Teaching Practicum","authors":"J. Rieker","doi":"10.1558/lst.21966","DOIUrl":"https://doi.org/10.1558/lst.21966","url":null,"abstract":"Grounded in Vygotskian sociocultural theory, the current article examines imitation as a leading activity of development in second language teacher education. The study is centered on a novice teacher in an MA TESL practicum experience who struggled to confront and resolve contradictions surrounding the articulation and enactment of a personally-satisfying teacher identity. Analysis of written reflections collected during the practicum and an in-depth interview conducted two years later revealed how the experiencing of drama arising from imitation, as refracted through the teacher’s perezhivanie and mediated by her mentor teacher, allowed for new understandings to emerge that supported the reframing of her teacher identity. The study concludes by suggesting that the confrontation and working over of dramatic moments supported by appropriate mediation are driving forces in teacher development, and that future research should investigate the experiencing of imitation and other leading activities of development through the lenses of perezhivanie and drama.","PeriodicalId":41451,"journal":{"name":"Language and Sociocultural Theory","volume":"1 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2022-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42222941","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 Japanese aspectual form teiru marks ‘the durative phase of a situation’ (Shirai, 2000: 333) and has four distinct meanings, progressive, resultative, perfect, and habitual. Because of the complex concepts and the polysemous nature of the structure, even advanced learners’ understanding and ability to interpret and produce appropriate teiru forms is at times fragmented and incomplete (e.g., Nishi, 2018; Shirai and Kurono, 1998; Shibata, 1999; Sugaya, 2002). This paper considers how Concept-Based Language Instruction (C-BLI) can help L2 beginning learners of Japanese, who were introduced to teiru for the first time, develop understanding of the target concept. C-BLI teaches categories of meaning and how they are connected to forms through the materialization and transformation of conceptual understandings (García, 2018; Lantolf et al., 2020). The instruction was conducted in a college-level intact first-year Japanese class for six weeks. This paper presents findings that illustrate the development of the entire class, focusing on the transformation in two focal students’ understanding and interpretations of the teiru form.
{"title":"Teaching the Japanese Aspectual form Teiru using Concept-Based Language Instruction (C-BLI) in an Intact Beginning-Level Classroom","authors":"Rie Tsujihara","doi":"10.1558/lst.18855","DOIUrl":"https://doi.org/10.1558/lst.18855","url":null,"abstract":"The Japanese aspectual form teiru marks ‘the durative phase of a situation’ (Shirai, 2000: 333) and has four distinct meanings, progressive, resultative, perfect, and habitual. Because of the complex concepts and the polysemous nature of the structure, even advanced learners’ understanding and ability to interpret and produce appropriate teiru forms is at times fragmented and incomplete (e.g., Nishi, 2018; Shirai and Kurono, 1998; Shibata, 1999; Sugaya, 2002). This paper considers how Concept-Based Language Instruction (C-BLI) can help L2 beginning learners of Japanese, who were introduced to teiru for the first time, develop understanding of the target concept. C-BLI teaches categories of meaning and how they are connected to forms through the materialization and transformation of conceptual understandings (García, 2018; Lantolf et al., 2020). The instruction was conducted in a college-level intact first-year Japanese class for six weeks. This paper presents findings that illustrate the development of the entire class, focusing on the transformation in two focal students’ understanding and interpretations of the teiru form.","PeriodicalId":41451,"journal":{"name":"Language and Sociocultural Theory","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2022-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44438970","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 reports on an investigation of the potential of Concept Based Language Instruction (C-BLI) for enhancing EFL learners’ understanding of the concept of tense/aspect in English and their use of associated forms; past simple, past continuous, and present perfect. C-BLI was compared to a grammar presentation approach based on the Presentation-Practice-Production (PPP) model. Participants included 45 adult learners of L2 English from an Algerian University. Drawing on a pre-, post-, delayed post-test research design the study revealed the effectiveness of C-BLI over PPP for improving the participants’ understanding of the concept of tense/aspect as well as their use of the three target forms.
{"title":"A Classroom Application of Concept-Based Language Instruction (C-BLI)","authors":"Maroua Benhamlaoui, G. A. Gánem-Gutiérrez","doi":"10.1558/lst.21349","DOIUrl":"https://doi.org/10.1558/lst.21349","url":null,"abstract":"This study reports on an investigation of the potential of Concept Based Language Instruction (C-BLI) for enhancing EFL learners’ understanding of the concept of tense/aspect in English and their use of associated forms; past simple, past continuous, and present perfect. C-BLI was compared to a grammar presentation approach based on the Presentation-Practice-Production (PPP) model. Participants included 45 adult learners of L2 English from an Algerian University. Drawing on a pre-, post-, delayed post-test research design the study revealed the effectiveness of C-BLI over PPP for improving the participants’ understanding of the concept of tense/aspect as well as their use of the three target forms.","PeriodicalId":41451,"journal":{"name":"Language and Sociocultural Theory","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2022-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42758577","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 current study examined the effects of mobile-mediated versus face-to-face dynamic assessment (DA) on EFL learners’ writing fluency and strategy awareness during four treatment sessions. To fulfill this objective, a total of 45 Iranian EFL learners were randomly selected and assigned into two experimental conditions, which included one mobile-mediated and one face-to-face DA condition, and one control group. Then, the participants of the experimental conditions were engaged in mobile-mediated and face-to-face DA sessions targeting their writing fluency while the control group students were just asked to write. The results of data analysis indicated that both mobile-mediated and face-to-face DA conditions were beneficial for EFL learners’ writing fluency and revealed that mobile-mediated DA was more effective than face-to-face DA. Moreover, the results showed that mobile-mediated DA enhanced learners’ writing strategy awareness.
{"title":"Mobile-Mediated Versus Face-to-Face Dynamic Assessment, EFL Learners’ Writing Fluency and Strategy Awareness","authors":"Ardalan Kaveh, Ehsan Rassaei","doi":"10.1558/lst.20288","DOIUrl":"https://doi.org/10.1558/lst.20288","url":null,"abstract":"The current study examined the effects of mobile-mediated versus face-to-face dynamic assessment (DA) on EFL learners’ writing fluency and strategy awareness during four treatment sessions. To fulfill this objective, a total of 45 Iranian EFL learners were randomly selected and assigned into two experimental conditions, which included one mobile-mediated and one face-to-face DA condition, and one control group. Then, the participants of the experimental conditions were engaged in mobile-mediated and face-to-face DA sessions targeting their writing fluency while the control group students were just asked to write. The results of data analysis indicated that both mobile-mediated and face-to-face DA conditions were beneficial for EFL learners’ writing fluency and revealed that mobile-mediated DA was more effective than face-to-face DA. Moreover, the results showed that mobile-mediated DA enhanced learners’ writing strategy awareness.","PeriodicalId":41451,"journal":{"name":"Language and Sociocultural Theory","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2022-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48302241","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}
M. Agnoletto, Adriana De Carvalho Kuerten Dellagnelo, K. E. Johnson
Analyzing a teacher’s perezhivanie shows how she both cognitively and emotionally experiences dramatic events and the mediation provided in response to such events, uncovering her professional development. This paper’s objective is threefold: (i) to illustrate how a novice English teacher’s perezhivanie refracts the contradictions she faces when her practice is inquired into by a more experienced peer; (ii) to analyze the quality and character of his mediation in response to these events; and (iii) to trace how the novice teacher’s perezhivanie shapes her professional development. Nine classroom observations followed by post-observation interviews were conducted. The findings illustrate how the teacher’s refraction of dramatic events and the responsive mediation offered allowed her to (re)visit and (re)shape her professional identity and activity.
{"title":"Perezhivanie in Action","authors":"M. Agnoletto, Adriana De Carvalho Kuerten Dellagnelo, K. E. Johnson","doi":"10.1558/lst.18163","DOIUrl":"https://doi.org/10.1558/lst.18163","url":null,"abstract":"Analyzing a teacher’s perezhivanie shows how she both cognitively and emotionally experiences dramatic events and the mediation provided in response to such events, uncovering her professional development. This paper’s objective is threefold: (i) to illustrate how a novice English teacher’s perezhivanie refracts the contradictions she faces when her practice is inquired into by a more experienced peer; (ii) to analyze the quality and character of his mediation in response to these events; and (iii) to trace how the novice teacher’s perezhivanie shapes her professional development. Nine classroom observations followed by post-observation interviews were conducted. The findings illustrate how the teacher’s refraction of dramatic events and the responsive mediation offered allowed her to (re)visit and (re)shape her professional identity and activity.","PeriodicalId":41451,"journal":{"name":"Language and Sociocultural Theory","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2021-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45302458","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}
Shrestha, P. N. (2020). Dynamic Assessment of Students’ Academic Writing: Vygotskian and Systemic Functional Linguistic Perspectives Springer International Publishing. XXVI+246 pp. $139.99 (Hard Cover) ISBN: 978-3-030-55844-4; $99.99 (Soft Cover) ISBN: 978-3-030-55847-5; $79.99 (eBook) ISBN: 978-3-030-55845-1
{"title":"Shrestha, P. N. (2020). Dynamic Assessment of Students’ Academic Writing: Vygotskian and Systemic Functional Linguistic Perspectives","authors":"Dimitri Leontjev","doi":"10.1558/lst.21360","DOIUrl":"https://doi.org/10.1558/lst.21360","url":null,"abstract":"Shrestha, P. N. (2020). Dynamic Assessment of Students’ Academic Writing: Vygotskian and Systemic Functional Linguistic Perspectives Springer International Publishing. XXVI+246 pp. $139.99 (Hard Cover) ISBN: 978-3-030-55844-4; $99.99 (Soft Cover) ISBN: 978-3-030-55847-5; $79.99 (eBook) ISBN: 978-3-030-55845-1","PeriodicalId":41451,"journal":{"name":"Language and Sociocultural Theory","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2021-11-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44049576","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}
Alanen, R., and Pöyhönen, S. (Eds.). (2007). Language in Action: Vygotsky and Leontievian Legacy Today. Cambridge Scholars Publishing. 470 pp. $75.91 (hardcover). ISBN-13: 9781847183163; $91.95 (e-book). ISBN-10: 1847183166
{"title":"Alanen, R., and Pöyhönen, S. (Eds.). (2007). Language in Action: Vygotsky and Leontievian Legacy Today.","authors":"J. Rieker","doi":"10.1558/lst.21361","DOIUrl":"https://doi.org/10.1558/lst.21361","url":null,"abstract":"Alanen, R., and Pöyhönen, S. (Eds.). (2007). Language in Action: Vygotsky and Leontievian Legacy Today. Cambridge Scholars Publishing. 470 pp. $75.91 (hardcover). ISBN-13: 9781847183163; $91.95 (e-book). ISBN-10: 1847183166","PeriodicalId":41451,"journal":{"name":"Language and Sociocultural Theory","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2021-11-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41738020","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 investigates the emergence of empathic framing in a small group of university students’ discussions of equity-oriented concepts in a service-learning course. Empathic framing refers to the making of emotional connections that enable one to experience the world from another’s perspective, particularly when they are from different cultures, means of socialization, and life experiences. The study used collaborative coding for both concepts and empathic framing in six discussions of three scholarly books devoted to different equity concerns focused on the phenomenon of teacher-student reciprocal burnout, the differential experiences of affiliative or ‘jock’ students and disaffiliative or ‘burnout’ students, and African American speech and its political consequences. The findings identify examples of empathic framing in the six discussions, with most instances occurring in the two books that include narrative accounts of people experiencing oppression and inequity; the final volume, centered on textuality more than human action, produced a single instance of empathic framing recruited from outside the book’s contents. The study suggests that empathy can serve as a beginning point to concept development toward more equitable teaching and school culture, and can be available for formal academic learning when it is combined with worldly experience such as that available in service-learning courses.
{"title":"Empathic Framing during Concept Development in Book Club Discussions in a Service-Learning Teacher Education Class","authors":"P. Smagorinsky, Lindy L. Johnson","doi":"10.1558/lst.18853","DOIUrl":"https://doi.org/10.1558/lst.18853","url":null,"abstract":"This study investigates the emergence of empathic framing in a small group of university students’ discussions of equity-oriented concepts in a service-learning course. Empathic framing refers to the making of emotional connections that enable one to experience the world from another’s perspective, particularly when they are from different cultures, means of socialization, and life experiences. The study used collaborative coding for both concepts and empathic framing in six discussions of three scholarly books devoted to different equity concerns focused on the phenomenon of teacher-student reciprocal burnout, the differential experiences of affiliative or ‘jock’ students and disaffiliative or ‘burnout’ students, and African American speech and its political consequences. The findings identify examples of empathic framing in the six discussions, with most instances occurring in the two books that include narrative accounts of people experiencing oppression and inequity; the final volume, centered on textuality more than human action, produced a single instance of empathic framing recruited from outside the book’s contents. The study suggests that empathy can serve as a beginning point to concept development toward more equitable teaching and school culture, and can be available for formal academic learning when it is combined with worldly experience such as that available in service-learning courses.","PeriodicalId":41451,"journal":{"name":"Language and Sociocultural Theory","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2021-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49243085","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}
Marco Antonio Villalta Paucar, Cecilia Assael Budnik, Ana Esther Delgado-Vásquez, William Torres-Acuña, J. Lebeer
The objective is to analyze teacher-child interactions through Mediated Exchanges (ME) for the promotion of autonomous learning in primary education in different socio-educational contexts. We conducted a quasi-experimental study with an intervention group (IG) and control group (CG), composed of 16 teachers of students between 5 and 7 years of age, of urban and rural schools in Chile. In the IG, we implemented a feedback program. In both groups, actual classes were filmed pre- and post-program, and Raven’s Colored Progressive Matrices Scale (CPM) was applied to 117 participating students. The results indicate that after the feedback, the frequency of ME in the IG increased significantly compared with the CG, in urban and rural classrooms; the children of the IG significantly increased average score ranges obtained in the CPM test. Rural and urban classrooms differed in the kind of mediated exchanges.
{"title":"Effect of Mediated Learning in Teacher-Child Interactions in Urban and Rural Primary School Classrooms","authors":"Marco Antonio Villalta Paucar, Cecilia Assael Budnik, Ana Esther Delgado-Vásquez, William Torres-Acuña, J. Lebeer","doi":"10.1558/lst.18173","DOIUrl":"https://doi.org/10.1558/lst.18173","url":null,"abstract":"The objective is to analyze teacher-child interactions through Mediated Exchanges (ME) for the promotion of autonomous learning in primary education in different socio-educational contexts. We conducted a quasi-experimental study with an intervention group (IG) and control group (CG), composed of 16 teachers of students between 5 and 7 years of age, of urban and rural schools in Chile. In the IG, we implemented a feedback program. In both groups, actual classes were filmed pre- and post-program, and Raven’s Colored Progressive Matrices Scale (CPM) was applied to 117 participating students. The results indicate that after the feedback, the frequency of ME in the IG increased significantly compared with the CG, in urban and rural classrooms; the children of the IG significantly increased average score ranges obtained in the CPM test. Rural and urban classrooms differed in the kind of mediated exchanges.","PeriodicalId":41451,"journal":{"name":"Language and Sociocultural Theory","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2021-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47450004","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 uses Activity Theory to explore how knowledge is constructed during peer-to-peer interactions and how this knowledge is used in individual output. Adopting a case study approach, two participants collaboratively processed feedback on jointly produced texts on four occasions. Data were collected through video recordings of participants processing feedback; collaborative writing tasks; individual writing and speaking tasks; and retrospective interviews. I investigated how participants used their dominant language and an inanimate expert to construct knowledge when responding to feedback, and then examined individual output to explore how this knowledge was drawn upon in similar, but not identical, tasks. Findings indicate use of the dominant language and an inanimate expert was interdependent with other aspects of the activity, in particular the rules and language learning beliefs. While participants’ individual output indicates this knowledge was drawn upon, it also shows that not all learning was evidenced in output.
{"title":"Internalizing Interactions","authors":"Nicholas Carr","doi":"10.1558/LST.19232","DOIUrl":"https://doi.org/10.1558/LST.19232","url":null,"abstract":"This study uses Activity Theory to explore how knowledge is constructed during peer-to-peer interactions and how this knowledge is used in individual output. Adopting a case study approach, two participants collaboratively processed feedback on jointly produced texts on four occasions. Data were collected through video recordings of participants processing feedback; collaborative writing tasks; individual writing and speaking tasks; and retrospective interviews. I investigated how participants used their dominant language and an inanimate expert to construct knowledge when responding to feedback, and then examined individual output to explore how this knowledge was drawn upon in similar, but not identical, tasks. Findings indicate use of the dominant language and an inanimate expert was interdependent with other aspects of the activity, in particular the rules and language learning beliefs. While participants’ individual output indicates this knowledge was drawn upon, it also shows that not all learning was evidenced in output. ","PeriodicalId":41451,"journal":{"name":"Language and Sociocultural Theory","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2021-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42122563","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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