Sociocultural theory and the teaching of second languages
By James Lantolf, M. E. Poehner. 2008
328 citations recorded by the source corpus.
View Paper: https://www.semanticscholar.org/paper/c6d71abb1f67e1962e0ebddea31788a92a579534
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
- L. Harding
- Gillian Wigglesworth
- N. Storch
- Tineke Brunfaut
- J. Alderson
- D. Hanson
- C. Koomson
- C. Owusu-Fordjour
Citations in the corpus
- Applications of Vygotsky’s sociocultural approach for teachers’ professional development (2016, background): “An overview of Vygotsky’s sociocultural theories of development Vygotsky’s SCT of mind represents a seminal, well-established theory in developmental psychology which offers the most robust account of mental development to date (Lantolf, 2008; Vygotsky, 1998).”
- The Transformative Power of Narrative in Second Language Teacher Education (2011, unknown): “…work on sociocultural theory, we suggest the following primary sources: Vygotsky, 1978, 1986; secondary sources: Daniels, Cole, & Wertsch, 2007; Gredler & Shields, 2008; Kozulin, Gindis, Ageyev, & Miller, 2003; and in L2 learning: Lantolf, 2000; Lantolf & Poehner, 2008; Lantolf & Thorne, 2006.”
- Diagnostic assessment of reading and listening in a second or foreign language: Elaborating on diagnostic principles (2015, background): “For example, a teacher might engage in dynamic assessment techniques, which according to Lantolf and Poehner (2008) can “bring to the surface processes that underlie performance and that often remain hidden during traditional assessments” (p.”
- Pair versus individual writing: Effects on fluency, complexity and accuracy (2009, background): “Lantolf and Poehner (2008a) point out that although there is a substantial body of research on DA in psychology and general education, it is only an emerging field of research in L2 learning, although there is a growing literature in relation to the assessment of communication disorders in children…”
- THE IMPACT OF COVID-19 ON LEARNING - THE PERSPECTIVE OF THE GHANAIAN STUDENT (2020, background): “Again, it is said that teaching occurs when a more knowledgeable person passes on knowledge to a less knowledgeable individual in order to induce a relatively permanent change in behaviour (Lantolf, 2008; Bateman & Waters, 2013; Greenberg, 2005).”