Vygotsky the Teacher provides a valid introductory guide concerning Vygotsky's psychology and its application to education and pedagogy. Myra Barrs establishes essential background to Vygotsky's work and includes contemporary insights and controversies regarding the interpretation of his research. This book provides carefully researched information that insightfully explains Vygotsky's work concerning development of the human mind. The following review describes the major points and concepts Barrs highlights in the book.
This glossary, originally composed in Spanish and now translated into English, compiles a list of essential Sociocultural Theory (SCT) concepts that are relevant to Second Language (L2) teaching and learning, applied linguistics, and research methodology. The terms compiled here define key SCT concepts with a focus on brevity (one paragraph definitions). This glossary is only intended as a point of departure to support and promote consistent research practices and applications within educational contexts. To conclude, we also include a basic protocol for integrating this glossary into research practices.
The present study adopts an interactional ethnographic approach to trace the establishment of class Zone of Proximal Development (ZPD) through a detailed examination of the distribution of mediational tools/moves, interactional modes, and the changing nature and functions of discursive events within three strata of the classroom space. Observation and coding of 70 hours of classroom footage, an in-depth study of the cadence of one full instructional unit, and microgentic analyses of key discursive events reveal how a teacher framed joint activities that advanced the class ZPD. The findings expand Newman, Griffin, and Cole's (1989) metaphor that described the classroom as 'a construction zone with multiple concurrent work areas and spaces by documenting how work done in each space and the opportunities for learning created in each act of interaction or collaboration adds to the overall capital of the classroom, shaping the learning potential of the group.
Irrespective of language proficiency, many EFL language learners still have problems conceptualizing the English temporal system. Teaching L2 concepts in learners' L1 or a mixture has, to some extent, facilitated the learning process, yet has lessened exposure to the target language in the EFL classroom. Grounded in Vygotskyan Sociocultural theory, the present work investigated the effectiveness of Gal'perin's Systemic-Theoretical Instruction (also Concept-Based Language Instruction) on teaching English temporality to three Iranian graduate students using L2 as the language of instruction. Through structural corroboration, the results revealed an overall metamorphic psychical transformation observed during participants' verbal reasoning, conscious orientation, and mindful engagement when solving problems. Our data underpinned the facilitative role of SCOBAs in formulating L2 concepts. In addition, we posit that in classes with adequately proficient L2 learners it is possible to teach L2 items using the target language as the medium of instruction. This study has implications for language policymakers, curriculum planners, material developers, and teacher educators.
Dynamic assessment (DA) is an effective tool for diagnosing learner abilities that are still being internalized. Although mediation and learner reciprocity are inseparable features of DA, the latter has rarely been analyzed or theorized about compared to mediation. To address this research gap, this paper examines learner reciprocity in a text chat-mediated environment. The study involved eight English as a Second Language (ESL) students and four ESL teachers who participated in task-based interactions. During these interactions, teachers used a DA-based regulatory scale to assist learners in completing the tasks. Data were collected from text chat-mediated interactions and oral conversations during the text chat interactions. Data were analyzed employing an approach inspired by conversation analysis (CA), and five reciprocity moves were identified: incorporating the mediator's feedback, providing a correct response following the mediator's feedback, imitating the mediator, seeking mediator's approval, and accepting and acknowledging the mediation. The findings indicated how the types of reciprocity moves could be used to diagnose the learner's current level of development, which can help teachers to decide how much more instructional effort might be needed.
