Sociocultural Theory and Second Language Learning

Catalog description

The course is an introduction to research on second language learning from a sociocultural theoretic perspective. APLNG 584 APLNG 584 Sociocultural Theory and Second Language Learning (3)The course is designed to be a graduate level introduction to research on second language learning and teaching informed by sociocultural theory of mind and cognitive development. The course will initially focus on the general principles of the theory as laid out in the writing of L. S. Vygotsky, his colleagues and modern interpreters of the theory. It will then consider in detail the research that has been carried out over the past 15 years on L2 learning and teaching from a sociocultural perspective. Topics to be covered include the following: a brief history of cultural psychology; mind as a mediated cultural construct; activity theory; the genetic method; internalization and appropriation; the zone of proximal development; inner and private speech (including gesture); collaborative learning, prolepsis, and scaffolding; the role of artifacts and social relationships in development; interface between sociocultural research and language pedagogy; language testing from a sociocultural perspective; regulation in a first and other languages; metacognition in a first and other languages; identity in a first and other languages; the relationship of sociocultural theory to other theories f second language acquisition The course has two primary objectives: to provide students with a solid foundational and critical understanding of the principles of sociocultural theory and for them to carry out a research project on second language learning using the genetic method and sociocultural theory principles to interpret data. Given that second language acquisition has become a dominant paradigm within applied linguistics, developmental psychology, and educational psychology, the course is particularly relevant for students not only in the graduate program in Linguistics and Applied Language Studies (LALS), but also to those working in psychology and education, as well as those pursuing the applied linguistics concentration in the language departments. It also serves as a complement to the other courses in applied linguistics offer by LALS in that it exposes students to a very theoretical perspective from what is often encountered in graduate courses in applied linguistics. As such, it challenges them to think in different ways about mind, learning, development, teaching, and assessment. The requirements for the course are: completion of required readings; in-class presentation of one research study selected from the L2 literature; submission of two brief (4-5 pages maximum) critical analyses of two research studies drawn from the relevant research literature; completion of a significant research project (topic to be negotiated with the professor). Course to be offered every other year begging 2003-04. Maximum enrollment 12.