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Mediated language classrooms: theory and practice.
Abstract
This investigation addresses the implementation of sociocultural theory in second language classrooms as a means with which to foster and facilitate second language acquisition and cognitive development (Vygotsky, 1978). Concepts central to the successful realization of sociocultural theory in the language classroom (scaffolding, zone of proximal development, zone of actual development) are discussed and clarified for instructors and students. The true purpose of socioculturally sensitive pedagogy, the development of cognition and discourse, is presented as the first step in implementing sociocultural theory (Lantolf, 2000). Suggestions for classroom ...
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