Language and Sociocultural Theory https://journal.equinoxpub.com/LST <div id="sidebar"> <div id="rightSidebar"> <div id="sidebarUser" class="block"><em>Language and Sociocultural Theory</em> is an international journal devoted to the study of language from the perspective of Vygotskian sociocultural theory. Articles may draw upon research in the following fields of study: linguistics and applied linguistics, psychology and cognitive science, anthropology, cultural studies, and education. <a href="https://journal.equinoxpub.com/LST/about">Read more about the journal.</a></div> </div> </div> <div id="main"> </div> Equinox Publishing Ltd. en-US Language and Sociocultural Theory 2051-9699 <p>© Equinox Publishing Ltd.</p> <p>For information regarding our Open Access policy, <a title="Open access policy." href="Full%20details of our conditions related to copyright can be found by clicking here.">click here</a>.</p> Conceptualization and Orientation in Concept-based Language Instruction https://journal.equinoxpub.com/LST/article/view/19041 Benjamin J. White Gabriela Adela Gánem-Gutiérrez Mathias Schulze Copyright (c) 2021 Equinox Publishing Ltd. 2021-06-10 2021-06-10 8 1 1 7 10.1558/lst.19041 Meaningfully Designing and Implementing SCOBAs in Socioculturally-based L2 Teacher Education Programs https://journal.equinoxpub.com/LST/article/view/18398 <p>In recent years, the adoption of a socioculturally based perspective on teacher development has led to significant advances in L2 teacher education (Esteve, 2018a; Lantolf and Esteve, 2019; Johnson, 2009; Johnson and Golombek, 2016; Negueruela, 2011). The authors’ practice-based research over the past ten years on the impact of socioculturally based formative interventions on teacher professional development has shown that conceptual mediation through SCOBAs enables (student) teachers to gain new ways of thinking and acting in the classroom (Esteve, 2018a; Esteve, Fernández and Bes, 2018; Lantolf and Esteve, 2019). Conceptual mediation consists of promoting a dialectic relationship between <em>everyday concepts</em> and <em>scientific concepts</em>, and more specifically between <em>everyday concepts</em> and <em>core concepts</em>. <em>Core concepts</em> are the scientific concepts informing the socioculturally based perspective of language teaching and learning that are to be appropriated by the (student) teachers throughout the formative interventions. After being introduced to <em>core concepts</em>, (student) teachers progressively appropriate them throughout a structured mediational process, a process that enables them to informedly design and carry out, from their own agency, purposeful, pedagogically valid classroom practices.</p> <p>&nbsp;</p> <p>The article specifically seeks to answer the following questions that are often posed by teacher educators willing to adopt a sociocultural perspective in their formative interventions: 1) how to select the scientific concepts for SCOBA-driven formative interventions; 2) how to design SCOBAs and 3) how to facilitate the appropriation of the selected concepts so that they become psychological tools. To this end, the article focuses on the criteria guiding the selection of <em>core concepts</em>, as well as on the tools that help (student) teachers to apprehend them and, by that means, to develop new ways of thinking and acting.</p> <p>&nbsp;</p> Olga Esteve Laura Farró Conchi Rodrigo Elena Verdía Copyright (c) 2021 Equinox Publishing Ltd. 2021-06-10 2021-06-10 8 1 8 34 10.1558/lst.18398 Teaching Subjective Construal and Related Constructions with SCOBAs https://journal.equinoxpub.com/LST/article/view/19036 <p>Japanese and English have substantial typological differences, including different construal patterns. Construal patterns reflect linguistic framing of events, more objectively or more subjectively, depending on whether the speaker is understood as a separate part of the scene or as merged with the scene. English frames events using objective construal more often than subjective construal; Japanese overwhelmingly prefers subjective construal. Understanding construal is critical for Japanese L2 learners, yet overlooked in Japanese pedagogy. This paper considers how SCOBAs (Schema of a Complete Orienting Basis of an Action) can be used in Concept-Based Language Instruction (C-BLI) to teach construal. The first SCOBAs introduced visualize construal concepts; subsequent SCOBAs depict how Japanese subjective construal relates to other constructions, including the non-use of ‘I’, motion verbs, verbs meaning ‘give’, and psychological predicates. We also discuss approaches to promoting internalization of the concepts via a variety of dialogic tasks and application exercises.</p> Kyoko Masuda Amy Snyder Ohta Copyright (c) 2021 Equinox Publishing Ltd. 2021-06-10 2021-06-10 8 1 35 67 10.1558/lst.19036 Application of a SCOBA in Educational Praxis of L2 Written Argumentative Discourse https://journal.equinoxpub.com/LST/article/view/19037 <p>The purpose of this study was to examine if and the way in which a central argumentative discourse schema, as a cognitive tool, was appropriated by an English language learner. There has been little research on the development of L2 written argumentative discourse after a period of instruction and no study, to my knowledge, examining and detailing a systematic pedagogy for L2 learners. Grounded in both C-BLI (concept-based language instruction) and cognitive-process theory of writing (Bereiter and Scardamlaia, 1987), the present study details the appropriation of a central Toulmin (1958/2003) SCOBA, ‘schema for complete orientating basis of an action,’ (Gal’perin, 1989: 70) to mediate the cognitive processes leading to the production of texts that feature argumentative discourse features. The central Toulmin SCOBA and the text generation artifacts that were (co-) constructed during C-BLI will be examined and evidence will be provided for the effectiveness of the SCOBA. There will be a theoretical and empirical discussion of how the SCOBA and its related artifacts made the-rule-of thumb (Negueruela, 2003) and amorphous idea (Vygotsky, 1986) of thesis-support scientific and discrete. In order to guide the teaching-learning of written argumentative discourse, the cognitive processes of writing were conceptualized as mental actions (Gal’perin, 1989). The findings indicate that the learner’s cognitive processes of composing and the quality of his texts improved during and after instruction.</p> Ali Hadidi Copyright (c) 2021 Equinox Publishing Ltd. 2021-06-10 2021-06-10 8 1 68 96 10.1558/lst.19037 Conceptual Mediation through Translinguistic SCOBAs within C-BLI for Adult Learners of German https://journal.equinoxpub.com/LST/article/view/19038 <p>This article discusses conceptual mediation through translinguistic SCOBAs: mediation tools that allow learners to move from their spontaneous linguistic knowledge to an organized, theoretical knowledge and to explain a given concept with respect to both the learners’ additional languages (ALs) and their L1. Translinguistic SCOBAs are used within the Integrated Plurilingual Approach (IPA) (Esteve et al. 2017), which draws on Concept-based Language Instruction (C-BLI). The IPA blends communicative and reflective activities in didactic sequences, in which conceptual mediation leads to translinguistic conceptualization. Conceptual mediation aims to help learners to appropriate concepts that are contrastively relevant. Translinguistic conceptualization unfolds through a gradual enrichment of the learners’ initial Orienting Basis of an Action (OBA) by means of four reflective activities: preliminary learner reflection, relevant contrastive analysis for raising conceptual awareness, joint completion and use of a systematizing translinguistic SCOBA, and retrospective learner reflection. This group of activities was developed within two IPA-based didactic sequences that were designed separately: (1) the grammatical concept ‘verbal aspect’ within personal narratives and (2) the socio-pragmatic concept ‘distancing’ within a set of interrelated oral and written genres. Each sequence was framed within a course of German as an AL taught at a different level (beginners and advanced) to adult learners with Spanish or Catalan as L1 and English as their first AL. The learners’ verbalized reflections during both sequences show that the reflective process of conceptual mediation with translinguistic SCOBAs, carried out through the four activities, proved useful in promoting perceived concept appropriation. </p> Francesc Fernández Sánchez Eva Surribas Yolanda Menjibar Copyright (c) 2021 Equinox Publishing Ltd. 2021-06-10 2021-06-10 8 1 97 119 10.1558/lst.19038 Teaching Domain-Based Figurative Expressions https://journal.equinoxpub.com/LST/article/view/19040 <p>Cognitive Linguistics (CL) and Sociocultural Theory (SCT) complement each other in L2 pedagogy (Lantolf, 2006, 2011; Masuda &amp; Arnett, 2015). In this study, we unite teaching materials informed by cross-linguistic CL studies and SCT pedagogy – namely, concept-based language instruction (C-BLI) – to teach two Chinese-speaking English-as-a-second-language learners figurative expressions in the MORALITY domain and the concept of conceptual metaphor using several SCOBAs (Schemas for Complete Orienting Basis of Action). We provide microgenetic analysis of two case studies, focusing on each participant’s process of internalization and their interaction with SCOBAs during the pre-test, two instructional sessions, and post-test. Both students demonstrated their abilities to draw on the concept of conceptual metaphor to understand figurative speech in English from domains not limited to morality. In the end, we discuss implications on the design and implementation of SCOBAs.</p> Tianfang Wang Yingliang He Copyright (c) 2021 Equinox Publishing Ltd. 2021-06-10 2021-06-10 8 1 120 151 10.1558/lst.19040