The ZPD and whole class teaching: Teacher-led and student-led interactional mediation of tasks

By I.V. Guk, David Kellogg. 2007

132 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Human Factors and Ergonomics

View Paper: https://www.semanticscholar.org/paper/64abcb933918c2703ac0dda0892ee20444fcbaf6

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. A. Aldosari
2. D. Lasagabaster
3. J. Smit
4. N. Storch
5. Arthur Bakker
6. H. V. Eerde
7. Icy Lee
8. Shulin Yu

In Human Factors and Ergonomics

1. Arthur Bakker
2. N. Storch
3. J. Smit
4. D. Lasagabaster
5. H. V. Eerde
6. Icy Lee
7. Judy D. Williams

Citations in the corpus

• Learners’ use of first language (Arabic) in pair work in an EFL class (2010, background): “For example, Guk and Kellogg (2007) reported a large proportion of L1 use in an FL context (Korea) in learner–learner interactions (46.93% of the total learner–learner utterances).”
• A conceptualisation of whole‐class scaffolding (2013, background): “Guk and Kellogg (2007) noted that employing the most cited ZPD definition has led to many scholars investigating individual pupils’ ZPD and one-to-one scaffolding, whereas the broader context of Vygotsky’s work points at a more social and whole-class context for the ZPD.”
• The use of the L1 in CLIL classes: The teachers’ perspective (2013, background): “Most studies so far have been focused on the use of the first language by learners (Guk & Kellogg, 2007; Storch & Aldosari, 2010; Swain & Lapkin, 2000) and seem to indicate that the presence of the L1 may be high if students share the same mother tongue.”