Sociocultural SLA literature portrays learners who resist mainstream social interaction negatively, as 'nonparticipating' or having 'negative attitude'¶

Claim · All claims
Evidence · 1 study · theoretical r2 · q1
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? Across Vygotskian, CoP, and contemporary sociocultural applications in SLA, learners whose behaviours, attitudes, or gravitations run counter to dominant forms of social learning are portrayed unsatisfactorily and demonized. → Chen 2016

Evidence¶

Chen 2016¶

Chen, J. (2016). Demonized Learners in Sociocultural Theory. Advances in Language and Literary Studies, 7(3), 168-177. https://doi.org/10.7575/aiac.alls.v.7n.3p.168

q1 · i? · theoretical · r2

Theoretical literature analysis: the author's survey of sociocultural SLA studies (Watanabe 2008; Norton 2001; Duff 2002; Fotovatian 2012; Kettle 2005) concludes that learners using mediation tools other than peers or teachers "are demonized and categorized as 'nonparticipating.'" No empirical data; this is the author's interpretive synthesis.

"learners who choose, knowingly or unknowingly, to use tools of mediation other than peers, teachers, or others available in their communities are demonized and categorized as 'nonparticipating,' having 'negative attitude,' and 'unable to provide occasions for learning.'"

Discussion¶

Related Claims¶

• American Indian and Alaska Native students often do not willingly participate in the question-answer activity that constitutes most classroom discussions, because direct questioning in front of peers contradicts community norms — the general claim this finding bears on, with the studies behind it
• Within the CoP model, learners who do not progress toward the centre through nonparticipation are relegated to the fringes with invalidated identities — related
• The Good Language Learner metanarrative persists in sociocultural accounts by equating success with access to community conversations — related
• Review reports that reticent non-local students who resisted local classroom norms were academically superior on other performance kinds (Duff, 2002) — related
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