Vygotskian Sociocultural Theory for Second Language Learners: Addressing In/commensurabilities with Popular School-Based Curricula
Publish place: The Journal of Applied Linguistics and Applied Literature: Dynamics and Advances.، Vol: 11، Issue: 2
Publish Year: 1402
نوع سند: مقاله ژورنالی
زبان: English
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شناسه ملی سند علمی:
JR_JALDA-11-2_004
تاریخ نمایه سازی: 22 اسفند 1402
Abstract:
This paper addresses the in/commensurability of Vygotskian sociocultural theory (SCT) with popular K-۱۲ educational curricula positioned and claiming to use his theory in practice (McLeod, ۲۰۱۹). We discuss well-known educational curricula, models, and social theories in relation to second language learning. Representational examples for in/commensurable comparisons are taken from well-published Pre-K, Elementary, Secondary curricula, and educational psychology texts, all primarily used as instructional preparation for pre-service teachers. In operationalizing these comparisons for in/commensurability, we argue that Vygotsky’s explanations concerning the unity of thought and language, the zone of proximal development, mediational means for learning and development, and his overarching framework concerning perezhivanie and consciousness are not well considered by these popular texts and curricula, particularly for marginalized second language learners in the field of education. Conclusions and implications include arguments to more fully implement Vygotsky’s SCT theory in place of simplistic social turn strategies, and a call for supporting language minority students.
Keywords:
Sociocultural Theory , K-۱۲ educational curricula , second language learning , unity of thought and language
Authors
Alessandro Rosborough
Associate Professor, Department of Teacher Education, McKay School of Education, Brigham Young University, United States of America, https://orcid.org.۰۰۰۰-۰۰۰۱-۸۶۸۷-۳۶۱۹
Jennifer Wimmer
Associate Professor, Department of Teacher Education, McKay School of Education, Brigham Young University, United States of America
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