目次

Introduction to Sociocultural Theory, Historical Background of SCT-L2 Research and Overview of the Volume James P. Lantolf, Matthew E. Poehner, and Merrill Swain 　 SECTION I Sociocultural Theory Concepts and Principles Mediation and Internalization: Conceptual Analysis and Practical Applications Alex Kozulin Zone of Proximal Development Lois Holzman Essential Aspects of Vygotsky’s Theoretical Framework and Methodological Approach Revealed in his Analysis of Unit(ies) Holbrook Mahn Vygotsky on Consciousness and Second Language Development Steven G. McCafferty Understanding Development Through the Perezhivanie of Learning　 Nikolai Veresov and Nelson Mok Acquisition of Scientific Concepts as the Content of School Instruction Yuriy Karpov 　 SECTION II Second Languages, the Brain and Thinking Neuropsychology of Bilingualism Mónica Rosselli and Alfredo Ardila Inner Speech and Its Impact on Teaching and Learning Anke Werani Private and Inner Speech in L2 Learning: The Impact of Vygotskyan Sociocultural Theory María C. M. de Guerrero Gesture as a Window onto Conceptualization in Second Language Acquisition: A Vygotskian Perspective Gale Stam 　 SECTION III Concept-Based Instruction Concept-Based Instruction: Investigating the Role of Conscious Conceptual Manipulation in L2 Development Próspero García Concept-based Instruction of Chinese as a Second Language Jie Zhang and Xian Zhang Concept-based Pragmatics Instruction: Principles and Classroom Applications Rémi A. van Compernolle Mediated Development: Promoting Learner Internalization of L2 Concepts through Cognitive-Process Focused Activities Paolo Infante 　 SECTION IV Dynamic Assessment Probing and Provoking L2 Development: The Object of Mediation in Dynamic Assessment and Mediated Development Matthew E. Poehner Understanding Learner L2 Development Through Reciprocity Rumia Ableeva Mediator and Learner Engagement in Co-Regulated Inter-Psychological Activity Kristin J. Davin Employing Dynamic Assessment to Enhance Agency among L2 Learners Tziona Levi and Matthew E. Poehner Dynamic Diagnosis of Second Language Abilities Marta Antón Dynamic Assessment of Children Learning a Second Language Elizabeth D. Peña and Kai J. Greene 　 SECTION V Literacy and Content-Based Language Teaching Understanding L2 Writers "At-Risk": A Socio-Cultural Perspective Robert Kohls English for Specific Purposes: Engineers Learning How to Mean in English Penny Kinnear A Sociocultural Approach to Second Language Literacy Pedagogy Kimberly Buescher 　 SECTION VI Sociocultural Theory and Technology Collaborative Activity in the Digital World Adela Ganem-Gutiérrez Exploring the Interdisciplinary Synergy between Sociocultural Theory and Intelligent Computer-Assisted Language Learning Haiyang Ai and Xiaofei Lu The Integration of ELF and Sociocultural Theory via Network-Based Language Teaching: Best Practices for the English Classroom Enrico Grazzi   SECTION VI Teacher Education Making L2 Teacher Education Matter Through Vygotskian-Inspired Pedagogy and Research Karen Johnson and Paula Golombek History-in-Person: Ontogenesis and the Professional Formation of Language Teachers Richard Donato and Kristin J. Davin Gesture as a Mediational Tool in the L2 classroom Tetyana Smotrova Concept-based Instruction in Teacher Education Programs in Spain as Illustrated by the SCOBA-Mediated Barcelona Formative Model Olga Esteve Applying Sociocultural Theory to Prepare Teachers to Work with Culturally and Linguistically Diverse Students and Families Ana Christina da Silva Iddings 　 SECTION VII Sociocultural Theory and Social Change Sociocultural Theory as Everyday Practice: The Challenge of PK-12 Teacher Preparation for Multilingual and Multicultural Learners Annela Teemant Inclusion, "Defectology," and Second Language Learners Peter Smagorinsky Trends within Sociocultural Theory, and the Utility of "Cultural Capital" for SCT Carl Ratner