Pursue SCT-L2 research on L2 as a psychological tool, the teaching-learning dialectic, Dynamic Assessment, and comparative theory work¶

Strategy · All strategies
Evidence · no claims cited

Description¶

Lantolf names four promising research avenues for sociocultural theory in second language development: whether L2 users can mediate their thinking through the L2 as a psychological tool; the teaching-learning dialectic (obuchenie) pursued through Concept-Based Language Instruction; Dynamic Assessment, including group-level and technology-based implementations; and in-depth comparative theoretical discussion across SLD theories. He advises young researchers to "spend time reading Vygotsky" and to join the SCT-L2 Working-Group meetings where junior and senior scholars present work in progress and receive feedback.

Design Implications¶

Context¶

Requirements¶

• Direct engagement with Vygotsky's original writings and participation in scholarly communities such as the SCT-L2 Working-Group

Constraints¶

• Lantolf notes most journals privilege empirical over theoretical research, limiting comparative theory discussion

Target Learners¶

• junior and senior second language development researchers

Target Learning Goals¶

• advancing sociocultural theory research on L2 development, teaching-learning dialectics, and Dynamic Assessment

Related Strategies¶

• Future research should pursue the directions the authors outline for L2 anxiety research

Examples¶

-

Key Sources¶

• Karimi-Aghdam, S., & Lantolf, J. P. (2020). Dialectical Emergence of Language and Consciousness in Society: An Interview with Professor James P. Lantolf. The Journal of Applied Linguistics and Applied Literature: Dynamics and Advances, 8(2), 3-21. https://eric.ed.gov/?id=ED610078