Sociocultural Theory and the Pedagogical Imperative in L2 Education Vygotskian Praxis and the Research/Practice Divide ESL & Applied Linguistics Professional Series
Auteurs : Lantolf James P., Poehner Matthew E.
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.
CONTENTS
Preface
Acknowledgments
Chapter 1 Theory/Practice Gap in Applied Linguistics
Chapter 2 Sociocultural Theory and the Dialectic of Praxis: An Alternative to the Theory/Research-Practice Gap
Chapter 3 Psychology of the Social Environment
Chapter 4 A Theory of Developmental Education
Chapter 5 L2 Systemic Theoretical Instruction: Experimental-Developmental Studies
Chapter 6 L2 Systemic Theoretical Instruction: Intact Classroom Studies
Chapter 7 The Zone of Proximal Development and Dynamic Assessment
Chapter 8 Dynamic Assessment and L2 Development
Chapter 9 Conclusion
References
James P. Lantolf is the George and Jane Greer Professor in Language Acquisition and Applied Linguistics in the Department of Applied Linguistics at Penn State University, USA.
Matthew E. Poehner is Associate Professor and Program Director of the K-12 teacher certification program in World Languages Education and Applied Linguistics in the Department of Curriculum and Instruction at Penn State University, USA.
Date de parution : 02-2014
15.2x22.9 cm
Disponible chez l'éditeur (délai d'approvisionnement : 14 jours).
Prix indicatif 64,97 €
Ajouter au panierDate de parution : 03-2014
15.2x22.9 cm
Thèmes de Sociocultural Theory and the Pedagogical Imperative in... :
Mots-clés :
Allostatic Load Indexes; second language education; DP Model; esl; Macro Cultural Factors; applied linguistics; Young Man; praxis; Macro Cultural Psychology; language pedagogy; ACTFL Oral Proficiency Interview; language teaching; Macro Cultural; second language acquisition; ZPD Activity; Vygotsky; STI; sociocultural theory; L2 DA; James P; Lantolf; ACTFL Standard; Matthew E; Poehner; Van Compernolle; Auxiliary Stimuli; Promote Learner Development; Marx’s Eleventh Thesis; Vygotskian Praxis; L2 Teacher Education; TESOL Quarterly; DA Session; Developmental Education; DA; DA Research; TH; Dialogic Thinking; Individual’s IQ