Sociocultural Theory (SCT), as formulated by Russian psychologist L. S. Vygotsky nearly a century ago, is distinct among traditions in the field of second language (L2) studies in its commitment to praxis. According to this view, theory and research provide the orienting basis for practice, which in turn serves as a testing ground for theory (Vygotsky, 1997). This Element offers a synthesis of foundational concepts and principles of SCT and an overview of two important areas of praxis in L...

How do we save play in a standard-driven educational environment? This edited collection, Play and Literacy: Play & Culture Studies provides a direct answer and solutions to this question. Researchers and theorists have argued for decades that play is the best way to learn language and literacy for children. This book provides theoretical and historical foundation of connection between play and literacy, applied research studies as well as practical strategies to connect play and literacy ...

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 nec...

The Routledge Handbook of Sociocultural Theory and Second Language Development is the first comprehensive overview of the field of sociocultural second language acquisition (SLA). In 35 chapters, each written by an expert in the area, this book offers perspectives on both the theoretical and practical sides of the field. This Handbook covers a broad range of topics, divided into several major sections, including:concepts and principles as related to second l...

Dynamic Assessment is an innovative approach to revealing the full range of learner abilities that has rapidly gained attention from language educators and researchers. While much of the research to date has examined Dynamic Assessment in Western countries, the research in this book further extends the framework by documenting its uses by Chinese scholars in meeting context-specific challenges.Dynamic Assessment, or DA, originated in the writings of Russian psychologist L. S. Vygot...

Increased emphasis in many school systems on formal testing to mark student achievement and hold teachers accountable has begun to heighten concern among many educational policy makers, assessment specialists, and classroom teachers over questions of access and fairness, particularly for learners from culturally different backgrounds and those with a history of academic struggles. This situation echoes that faced by the Russian psychologist L. S. Vygotsky nearly ninety years ago in his eff...

This book responds to the call for praxis in L2 education by documenting recent and ongoing projects around the world that see partnership with classroom teachers as the essential driver for continuing to develop both classroom assessment practice and conceptual frameworks of assessment in support of teaching and learning. Taken together, these partnerships shape the language assessment literacy, the knowledge and skills required for theorizing and conducting assessment activities, of both...