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) Tue, 31 Mar 2020 00:00:00 +0000 OJS 60 Cognitive Linguistics, Sociocultural Theory and Content and Language Integrated Learning <p>This study applies cognitive linguistics (CL) to what Llinares et al. (2012) refers to as the three overlapping theoretical perspectives of content and language integrated learning (CLIL): (a) systemic functional linguistics, (b) Vygotskian-based sociocultural theory, and (c) dialogic inquiry. CL is complimentary to these theoretical perspectives because it views language development as conceptually motivated, meaning making, and usage-based (Langacker, 2000). Academic genre-based theory is another factor integrating content, language, and learning in CLIL. The specific meaning-meaning making under analysis is polysemous lexis that has both everyday and scientific (Vygotsky, 1978) or genre-specific meanings. Results of an empirical study indicate that using a CL-based approach within the zone of proximal development raises L2 learners' awareness of the metonymically motivated extension in meaning from everyday to genre-specific and significantly improves their comprehension of both meanings. This study concludes that by including CL as a conceptual link CLIL's pedagogical efficacy could be enhanced to further integrate content, language and learning: i.e., content and language conceptually integrated learning.</p> Kent Hill Copyright (c) 2020 Equinox Publishing Ltd. Tue, 31 Mar 2020 00:00:00 +0000 Concept-based pragmatics instruction <p>This article presents parts of a replication study on the development of sociopragmatic capacity in beginner and intermediate university students' understanding of German singular address pronouns (du/Sie) through concept-based pragmatics instruction (CBPI). The CBPI intervention consisted of six group sessions with a pre-test - instruction - post-test design. While minor inter-level differences exist, all participants in the intervention exhibited enhanced sociopragmatic capacity. Participants demonstrated a shift from rule-of-thumb-based thinking to a focus on the meaning potential of utterances. By appropriating sociopragmatic concepts through CBPI, learners also gained an understanding of their own agency in the meaning design of address pronouns as well as the consequences of creating particular meanings.</p> Marie-Christin Kuepper, Anne Feryok Copyright (c) 2020 Equinox Publishing Ltd. Tue, 31 Mar 2020 00:00:00 +0000 Dynamic Assessment of IELTS Speaking <p>This paper presents the results of a qualitative case study that explored the potential of Dynamic Assessment (DA) to promote language development for students preparing for the International English Testing System (IELTS) speaking exam. Two high-intermediate learners of English from an Intensive English Program (IEP) in the U.S. participated in a three-week mediation program aimed at improving their use of tense-aspect markers in speaking. The transfer tasks conducted at the end of the program indicated that both participants gained better control over the use of past tense as well as perfect and progressive aspects. Their improved ability was demonstrated by the appropriate and independent use of the target forms and frequent attempts to self-correct. The study provides an example of how DA can be integrated into the test preparation context to promote learners’ language skills within their Zone of Proximal Development.</p> Valeriya Minakova Copyright (c) 2020 Equinox Publishing Ltd. Tue, 31 Mar 2020 00:00:00 +0000 SCT and Translanguaging-to-learn <p>This paper arose as a result of dialogue between researchers involved in a research project undertaken across England, Finland, France, and Romania. The research aimed to improve the educational experience for Roma children in school, who face sustained racism, discrimination and poverty, alongside reduced levels of access to and inequitable outcomes in education, by focusing on translanguaging as a transformative pedagogy. A close reading of the translanguaging literature revealed an oft assumed sociocultural understanding of learning. This paper is an exploration of the synergies and tensions between sociocultural theory as a learning theory and translanguaging as a theory of language in use and as a pedagogical approach in order to suggest a conceptual integration useful to both. In particular, we focus on the formation and form of Vygostkian inner speech, given its central role in higher mental activity such as learning. We examine movement between external speech in collaborative activity (and to oneself) to condensed inner speech in reimagining Guerrero's (2005) schema, by fusing translanguaging theory with Vygotskian notions of sense and meaning, and everyday and scientific concepts. We also consider translanguaging in joint activity in terms of neo-Vygotskian notions of cumulative and exploratory talk, arguing the usefulness of microgenetic analysis to reveal learning in action within joint activity. The paper therefore provides both a renewal of sociocultural understandings of language and learning, and conceptual tools for a more refined and robust articulation and analysis of the operation of translanguaging-to-learn.&nbsp;</p> Heather Jane Smith, Leena Helavaara Robertson Copyright (c) 2020 Equinox Publishing Ltd. Tue, 31 Mar 2020 00:00:00 +0000