Higher Education Presentation

G Huertas

The Sociocultural and Identity Approach to SLA

1. Zone of Proximal Development 2. Educational Praxis and Concept-Based Insytruction 3. Postculturalist Theories of Language

The distance between the actual level of development (or knowledge) of learners (i.e. what they can do independently) and the level of potential development (or knowledge) (i.e. where we want learners to get).

L2 learners reflect on, plan, and use various tools and strategies to control their learning. It includes metacognition as students are thinking about their learning.

We use cultural tools such as books, computers, institutions, and other people to learn a language. What the learner already knows also becomes a tool for learning more or other purposes.

Some important concepts

Mediation Self-regulation ZPD

James p. lantolf (2006)

State of the art of the Neo Vygostkyan sociocultural approach to SLA

Vygotsky (1997)- ZPD

3rd person and verb to be

Mediating artifact

ZPD is the distance between the actual development level as determined by independent problem solving and the level of potencial development as determined through problem solving under adult guidance or in collaboration with more capable peers (1997:84-90). Vygotsky, L. (1997). Educational Psychology. Florida, USA: St. Lucie Press.

Step 1

Step 2

Step 3

Step 4

What goes with he? Am, is, are

Is it singular or plural? Is it 1 or more than one?

What words are unkown for me?

What can I change the subject for?

Praxis and Scientific concepts

Theory and Practice

Praxis in Social Domains

Educational praxis and concept-based instruction

Vygotsky's concept of praxis emphasizes the unity of theory and practice. "Practice sets the tasks and serves as the supreme judge of theory" p.35

Praxis applied to various fields. Aljaafreh and Lantolf's work on L2

Negueruela's pedagogical project where theory shapes learning. Scientific concepts become central to L2 instruction

• "SLA as a process of identity construction rather than a mecanical act" p.17

• Poststructuralist theories

- Language learning involves learners' identities, not just signs and symbols Structuralists theories- Saussure distinguished between (speech) and (language)

bONNY Norton and Carolyn mckinney

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Postructuralists Theories of Language

Bakhtin and Bourdieu's Perspectives on Language

Bakhtin Dialogic View Speakers in dialogue with others struggle to create meanings. Bakhtin viewed language as situated utterances in dialogues, where speakers create meanings.

Bourdieu's Focus on PowerBourdieu highlighted unequal relationships between interlocutors and the role of power. He emphasized the unequal distribution of symbolic power and advocated for an expanded definition of competence including the "right to speech."

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Mediating artifact

"The fuctional method of double stimulation" Vigotsky (1978, p.74)

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