Language and Sociocultural Theory <div id="sidebar"> <div id="rightSidebar"> <div id="sidebarUser" class="block"><em>Language and Sociocultural Theory</em>&nbsp;is an international journal devoted to the study of language from the perspective of Vygotskian sociocultural theory. Articles&nbsp; may draw upon research in the following fields of study: linguistics and applied linguistics, psychology and cognitive science, anthropology, cultural studies, and education</div> </div> </div> <div id="main">&nbsp;</div> en-US <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> (James P. Lantolf) (Ailsa Parkin) Wed, 24 Feb 2021 09:42:45 +0000 OJS 60 Li, L. (2020). Language Teacher Cognition: A Sociocultural Perspective <p>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.</p> Karen E. Johnson Copyright (c) 2020 Equinox Publishing Ltd. Wed, 24 Feb 2021 00:00:00 +0000 Promoting Conceptual Development of the Second Conditional in the Classroom Zone of Proximal Development <p>Drawing on Vygotsky’s Sociocultural Theory (SCT) and the theory of Instructional Conversation (IC), this study explores the development of L2 learners’ understanding of the second conditional during an IC in an online teaching video made by Macmillan Learning Teaching Education. During the IC, the instructor leads students toward a conceptual understanding of the second conditional by providing appropriate mediation sensitive to the class’s zone of proximal development (ZPD). The transcripts of the IC are analyzed with regard to the amount and type(s) of instructional mediation and the development opportunities created in this type of collaborative interaction. The analysis demonstrates the conceptual and linguistic development among the students in terms of the second conditional and shows the value of IC in creating a ZPD to promote L2 conceptual and linguistic development. In addition, this study raises the awareness of the value of online teaching videos in Sociocultural Theory and teacher education.</p> Junling Zhu Copyright (c) 2021 Equinox Publishing Ltd. Wed, 24 Feb 2021 00:00:00 +0000 The Differential Diagnostic Affordances of Interventionist and Interactionist Dynamic Assessment for L2 Argumentative Writing <p>Taking a case study approach, this study investigated the differential potentials of interactionist and interventionist Dynamic Assessment (DA) as diagnostic tools for the investigation of the difficulties faced by five Farsi-speaking learners of English argumentative writing. The study was conducted as part of an EFL academic writing course which aimed to improve learners’ ability to present strong arguments based on a revised version of Toulmin’s model (Qin, 2009). The focus of the study was on the process rather than the product of learning, with the aim of gaining insights into the diagnostic nature of DA to address persistent problems these learners had been shown to have, as confirmed by their instructor. Data were collected via individualized sessions between the mediator and the learners, randomly assigned into interactionist (n=3) and interventionist (n=2) DA groups. Qualitative analysis of transcribed interactions evidenced that interactionist DA could provide more nuanced understandings of the learners’ ZPDs in relation to the components of Toulmin’s model. Suggestions for further research have been made.</p> Hossein Nassaji, Ali Kushki, Mohammad Rahimi Copyright (c) 2020 Equinox Publishing Ltd. Wed, 24 Feb 2021 00:00:00 +0000 ‘Good Packaging Can be Misleading’ <p>This article explores the applicability of a Peircean approach to the intersubjectivity of adult-child shared reading. Peirce’s semiosis serves as an analytical device for ways in which intersubjectivity transcends social interaction. By scrutinising instances of signification, i.e., the production and interpretation of signs constitutive of meaning making in the reading of a dual-language picturebook, the analysis reveals that the word-image complementarity renders an unfolding of intersubjective nuances in collaborative learning and intervention. This provides impetus for furthering Vygotsky’s sign mediation to embrace the notion of ‘intersemiosis’ as indexed to the interdependence of signifying codes in communication and representation, thus theorising how the signification of such codes elicits, invites, and empowers social interaction. Resonant with edusemiotics, increasingly a reference point in the philosophical foundation of learning and development, this article offers pedagogical implications for teachers.</p> James Ma Copyright (c) 2020 Equinox Publishing Ltd. Wed, 24 Feb 2021 00:00:00 +0000 Sociocultural Theory and L2 Learning <p>This article reviews SCT-informed empirical studies that are centered in East AsiaWe discuss how SCT helped scholars to gain a nuanced understanding of the nature of East Asian learners’ L2 learning (and teaching), and how East Asian scholars have made active contributions to SCT. Specifically, this review uncovers how SCT is used to explain (1) the multifaceted nature of pedagogical and curricular innovation in East Asia; (2) socioculturally organized learner psychology; (3) learning potential afforded by technology; and (4) L2 writing as a complex activity. Moreover, we consider how scholars in East Asia developed and extended SCT, with special attention drawn to the concept of ‘written languaging’. While it is worth noting that most of the research centered in East Asia used SCT as a theoretical lens to understand L2 learning, less has been done on how to employ specific principles and concepts of SCT to organize instructional practices. Therefore, future directions of researching SCT in East Asia are also addressed.</p> Jinfen Xu, Zaibo Long Copyright (c) 2021 Equinox Publishing Ltd. Wed, 24 Feb 2021 00:00:00 +0000 It’s Beyond Our Group ZPD <p>This study is a replication of Upper (1974). Our results are identical. We too have been unable to focus and accomplish our writing goals since the beginning of the global pandemic. We are certainly not alone, and we would like to recognize all of our colleagues who have also had to take on additional responsibilities at work and at home over the past year that have made writing nearly impossible.</p> Rémi A. van Compernolle, Dmitri Leontjev Copyright (c) 2021 Equinox Publishing Ltd. Wed, 24 Feb 2021 00:00:00 +0000