Li, L. (2020). Language Teacher Cognition: A Sociocultural Perspective

Authors

  • Karen E. Johnson The Pennsylvania State University

DOI:

https://doi.org/10.1558/lst.42530

Keywords:

Language teacher cognition

Abstract

Li, L. (2020). Language Teacher Cognition: A Sociocultural Perspective. London: Palgrave/Macmillan. 369 pp. $85.68 (Hard Cover) ISBN 978-1-137-51133-1; $70.52 (e-book) ISBN 978-1-137-51134-8.

Author Biography

  • Karen E. Johnson, The Pennsylvania State University

    Karen E. Johnson is Kirby Professor in Language Learning and Applied Linguistics at The Pennsylvania State University. Her research focuses on a Vygotskian sociocultural theoretical perspective on teacher learning and second language teacher education, narrative inquiry as professional development, and the dynamics of communication in second language classrooms.

References

Cross, R. (2010). Language teaching as sociocultural activity: Rethinking language teacher practice. The Modern Language Journal, 94(3), 434–452. https://doi.org/10.1111/j.1540-4781.2010.01058.x

Edwards, A. (2010). How can Vygotsky and his legacy help us understand and develop teacher education. In V. Ellis, A. Edwards and P. Smagorinsky (Eds), Cultural-historical Perspectives on Teacher Education and Development, 63–77. London: Routledge.

Feryok, A. (2012). Activity theory and language teacher agency. The Modern Language Journal, 96(1), 95–107. https://doi.org/10.1111/j.1540-4781.2012.01279.x

Golombek, P. and Doran, M. (2014). Unifying cognition, emotion, and activity in language teacher development. Teaching and Teacher Education, 39, 102–111. https://doi.org/10.1016/j.tate.2014.01.002

Johnson, K. E. (2009). Second Language Teacher Education: A Sociocultural Perspective. New York: Routledge. https://doi.org/10.4324/9780203878033

Johnson, K. E. and Golombek, P. R. (Eds) (2011). Research on Second Language Teacher Education: A Sociocultural Perspective on Professional Development. New York: Routledge. https://doi.org/10.4324/9780203844991

Johnson, K. E. and Golombek, P. (2016). Mindful L2 Teacher Education: A Sociocultural Perspective on Cultivation Teachers’ Professional Development. New York: Routledge. https://doi.org/10.4324/9781315641447

Lantolf, J. P. and Beckett, T. (2009). Research timeline for sociocultural theory and second language acquisition. Language Teaching, 42(4), 459–475. https://doi.org/10.1017/S0261444809990048

Lantolf, J. P. and Poehner, M. E. (2014). Sociocultural Theory and the Pedagogical Imperative in L2 Education. New York: Routledge. https://doi.org/10.4324/9780203813850

Li, L. (2017). Social Interaction and Teacher Cognition. Edinburgh: Edinburgh University Press.

Luria, A. R. (1973). The Working Brain: In Introduction to Neuropsychology. Harmondsworth: Penguin Books Ltd.

Vygotsky, L. S. (1978). M. Cole, V. John-Steiner, S. Scribner, and E. Souberman (Eds) Mind in Society. Cambridge, MA: Harvard University Press.

Vygotsky, L. S. (1986). Thought and Language (A. Kozulin, Trans). Cambridge, MA: MIT Press.

Worden, D. (2015). The development of content knowledge through teaching practice. Ilha do desterro, 68(1), 105–119. https://doi.org/10.5007/2175-8026.2015v68n1p105

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Published

2021-02-24

Issue

Section

Book Reviews

How to Cite

Johnson, K. E. (2021). Li, L. (2020). Language Teacher Cognition: A Sociocultural Perspective. Language and Sociocultural Theory, 7(2), 224-229. https://doi.org/10.1558/lst.42530