Sociocultural theory and the teaching of second languages / edited by James P. Lantolf and Matthew E. Poehner
Auteur:Lantolf, James P Editeur:
London : Equinox
x, 422 s.
Studies in applied linguistics
Documents dans cette collection:Studies in applied linguistics Sujet LCSH:Language and languages -- Study and teaching
- Second language acquisition Identifiant:
184553249X (hbk.) (ISBN); 1845532503 (pbk.) (ISBN); 9781845532499 (hbk.) (ISBN); 9781845532505 (pbk.) (ISBN); http://catalogue.bnf.fr/ark:/12148/cb414373891 (URN) No RERO:
Sociocultural theory and the pedagogical imperative in L2 education : Vygotskian praxis and the research/practice divide / James P. Lantolf, Matthew E. Poehner
Auteur:Lantolf, James P Contributeur:Poehner, Matthew E Editeur:
New York : Routledge
xv, 252 pages : illustrations ; 23 cm.
ESL & applied linguistics professional series
Documents dans cette collection:ESL & applied linguistics professional series Sujet RERO:Sociolinguistique
- Langues vivantes
- Acquisition linguistique
- Étude et enseignement
- Linguistique cognitive
- Vygotskij, Lev Semenovic Sujet LCSH:Second language acquisition -- Social aspects
- Vygotskiĭ, L. S. -- 1896-1934 Description:
"Explicating clearly and concisely the full implication of a praxis-oriented language pedagogy, this book argues for an approach to language teaching grounded in a significant scientific theory of human learning -- a stance that rejects the consumer approach to theory and the dichotomy between theory and practice that dominates SLA and language teaching. This approach is based on Vygotsky's sociocultural theory, according to which the two activities are inherently connected so that each is necessarily rooted in the other ; practice is the research laboratory where the theory is tested. From the perspective of language education, this is what is meant by the 'pedagogical imperative.' Sociocultural Theory and the Pedagogical Imperative in L2 Education, Elaborates a new approach to dealing with the relationship between theory and practice -- an approach grounded in praxis -- the dialectical unity of theory and practice, Presents an analysis of empirical research illustrating praxis-based principles in real language classrooms, Brings together cognitive linguistics and sociocultural theory the former provides the theoretical knowledge of language required of praxis and the latter furnishes the theoretical principles of learning and development also called for in a praxis approach, Offers recommendations for redesigning teacher education programs Its timely focus on the theory-practice gap in language education and its original approach to bridging it put this book at the cutting edge of thinking about Vygotskian sociocultural theory in applied linguistics and SLA"
Includes bibliographical references and index.
9780415894173 (hardback) (ISBN); 9780415894180 (paperback) (ISBN) No RERO:
Dynamic assessment in the foreign language classroom [Ressource électronique] : a teacher's guide / James P. Lantolf & Matthew E. Poehner
Auteur:Lantolf, James P Contributeur:Poehner, Matthew E Edition:
2nd ed.. Editeur:
University Park, PA : CALPER
Sujet RERO:Langues vivantes
- Étude et enseignement - Allophones
- Éducation Sujet RERO - forme:[Multimédias] Sujet LCSH:Language and languages -- Ability testing
- Language and languages -- Study and teaching
- Second language acquisition Description:
This guide is designed to familiarize teachers with an innovative pedagogical approach known as Dynamic Assessment (DA) which brings instruction and assessment together into a seamless and unified process. It is based on the premise that a full picture of learner development not only requires evidence of what an individual is able to achieve when acting alone but it also necessitates knowledge of how a learner responds to assistance, or mediation, when attempting to carry out tasks that are difficult or impossible to complete independently
Contient: guide du maître au format PDF, études de cas sous forme de vidéo, "read me". - Les études de cas ont été formatées (qualité haute résolution) pour une utilisation sur Apple's Quicktime Player
9780979395093 (ISBN) No RERO:
Titre: Sociocultural source of thinking and its relevance for second language acquisition Auteur:Lantolf, James P. Sujet:Second Language Learning (75850) ; Cultural Factors (16500) ; Social Factors (79910) ; Conversation Analysis (15605) ; Theory of Mind (89470) ; Linguistic Theories (47700) ; Applied Linguistics; Non-Native Language Acquisition ; Article; Description:
Second language acquisition research is coming to recognize the influence of the sociocultural environment in the L2 learning. For example, beginning with the early work of Frawley and Lantolf (1985), a group of L2 researchers have been exploring the implications of L. S. Vygotskys (1978, 1986) sociocultural theory of mind (henceforth, SCT) for the learning and teaching of languages beyond the first. Similarly, scholars working within the Conversational Analysis tradition, stimulated in large part by the seminal article of Firth and Wagner (1997), have also been investigating the impact of conversation on L2 development. It should come as no real surprise that researchers interested in dynamic systems theory (henceforth DST), and its variants (emergentism, chaos and complexity theory) have also shown an interest in the implications of their theoretical stance for SLA. Larsen-Freeman (1997, 2002), to my knowledge, the first researcher to make a case for the potential relevance of chaos and complexity theory for L2 acquisition, argues for the need to expand the scope of factors impacting on L2 learning to consider more than what goes on inside of a learners head. In addition to Larsen-Freemans publications, a special issue of (N. Ellis and Larsen-Freeman, 2006) and an invited colloquium at the 2006 Annual Conference of the American Association for Applied Linguistics (De Bot, 2006) have been devoted to the topic. The contribution by De Bot, Lowie and Verspoor (henceforth, DBLV) represents a significant continuation of this trend.
Fait partie de:
Bilingualism: Language and Cognition, 2007, Vol.10(1), pp.31-33
1366-7289 (ISSN); 1469-1841 (E-ISSN); 10.1017/S1366728906002768 (DOI)