Atkinson, D - TIRF
SOCIOCULTURAL THEORY IN LANGUAGE LEARNING AND TEACHING:
SELECTED REFERENCES
(Last updated 30 June 2020)
Alanen, R., & Poyhonen, S. (Eds.) (2007). Language in action: Vygotsky and Leontievian legacy today. Newscastle upon Tyne, UK: Cambridge Scholars.
Aljaafreh, A., & Lantolf, J. P. (1994). Negative feedback as regulation and second language learning in the Zone of Proximal Development. The Modern Language Journal, 78, 465-483.
Atkinson, D. (2002). Toward a sociocognitive approach to second language acquisition. Modern Language Journal, 86, 525–545.
Au, K. H. (1990). Changes in a teacher’s views of interactive comprehension instruction. In L.C. Moll (Ed.), Vygotsky and education: Instructional implications and applications of sociohistorical psychology (pp. 271-286). New York, NY: Cambridge University Press.
Ball, A. F. (2000). Teachers’ developing philosophies on literacy and their use in urban schools: A Vygotskian perspective on internal activity and teacher change. In C.D. Lee, & P. Smagorinsky (Eds.), Vygotskian perspectives on literacy research: Constructing meaning through collaborative inquiry (pp. 226-255). New York, NY: Cambridge University Press.
Brooks, F. B., & Donato, R. (1994). Vygotskyan approaches to understanding foreign language learner discourse during communicative tasks. Hispania, 77(2), 262-274.
Bruner, J. S., & Sherwood, V. (1975). Peekaboo and the learning of rule structures. In J. S. Bruner, A. Jolly, & K. Sylva (Eds.), Play: Its role in development and evolution (pp. 277–285). New York, NY: Basic Books.
Byrnes, H. (Ed.). (2006). Advanced language learning: The contribution of Halliday and Vygotsky. London/New York, NY: Continuum.
Byrnes, H. (2006). What kind of resource is language and why does it matter for advanced language learning?. In H. Byrnes (Ed.), Advanced language learning: The contribution of Halliday and Vygotsky (pp.1-28). London/New York, NY: Continuum.
Chaiklin, S. (2003). The zone of proximal development in Vygotsky’s analysis of learning and instruction. In A. Kozulin, B. Gindis, V. S. Ageyev, & S. M. Miller (Eds.), Vygotsky’s education theory in cultural context (pp. 39-64). Cambridge, UK: Cambridge University Press.
Cole, M. (2009). The perils of translation: A first step in reconsidering Vygotsky’s theory of development in relation to formal education. Mind, Culture, Activity, 16(4), 291-295.
Cross, R. (2010). Language teaching as sociocultural activity: Rethinking language teacher practice. Modern Language Journal, 94(3), 434-452. doi: 10.1111/j.1540-4781.2010.01058.x
da Silva Iddings, A. C. (2018). Applying sociocultural theory to prepare teachers to work with culturally and linguistically diverse students and families. In J. P. Lantolf, M. E. Poehner, & M. Swain (Eds.), The Routledge handbook of sociocultural theory and second language development (pp. 505-526). Routledge.
Daniels, H. (Ed.). (1996). An introduction to Vygotsky. London, UK: Routledge.
Daniels, H. (2001). Vygotsky and pedagogy. London, UK: Routledge.
Daniels, H. (2008). Reflections on points of departure in the development of sociocultural and activity theory. In B. V. Oers, W. Wardekker, E. Elbers, & R. V. De Veer (Eds.), The transformation of learning: Advances in cultural-historical activity theory (pp. 58-75). Cambridge University Press.
Daniels, H., Cole, M., & Wertsch, J. V. (Eds.). (2007). The Cambridge companion to Vygotsky. Cambridge, UK: Cambridge University Press.
De Guerrero, M., & Villamil, O. (2000). Activating the ZPD: Mutual scaffolding in L2 peer revision. Modern Language Journal, 84, 51-68.
Del Rio, P., & Alvarez, A. (2007). Inside and outside the zone of proximal development: An ecofunctional reading of Vygotsky. In H. Daniels, M. Cole, & J. V. Wertsch (Eds.), The Cambridge companion to Vygotsky (pp. 276-306). Cambridge, UK: Cambridge University Press.
DiPardo, A., & Potter, C. (2003). Beyond cognition: Vygotskian perspective on emotionality and teachers’ professional lives. In A. Kozulin, B. Gindis, V. Ageyev, & S. Miller (Eds.), Vygotsky’s educational theory in cultural context (pp. 317-345). New York, NY: Cambridge University Press.
Dogancay-Aktuna, S. (2006). Expanding the sociocultural knowledge base of TESOL teacher education. Language, Culture and Curriculum, 19(3), 278-295.
Donato, R. (1994). Collective scaffolding in second language learning. In J. P. Lantolf & G. Appel (Eds.), Vygotskian approaches to second language research (pp. 33–56). Norwood, NJ: Ablex.
Donato, R., & McCormick, D. (1994). A sociocultural perspective on language learning strategies: The role of mediation. The Modern Language Journal, 78(4), 453-464.
Duarte, J. (2016). Translanguaging in mainstream education: A sociocultural approach. International Journal of Bilingual Education and Bilingualism, 22(2), 150-164.
Duff, P., (2007). Second language socialization as sociocultural theory: Insights and issues. Language Teaching, 40, 309–319.
Dunn, W. E., & Lantolf, J. P. (1998). Vygotsky’s zone of proximal development and Krashen’s i + 1: Incommensurable constructs; incommensurable theories. Language Learning, 48(3), 411-442.
Eghtesad, S. (2019). Sociocultural implications of assessment practices in Iranian, French, and American foreign language classes. In S. Papageorgiou & K. M. Bailey (Eds.), Global perspectives on language assessment: Research, theory, and practice (pp. 212-227). New York, NY: Routledge.
Faltis, C. (1990). Spanish for native speakers: Freirian and Vygotskian perspectives. Foreign Language Annals, 23, 117-126.
Fernandez, M., Wegerif, R., Mercer, N., & Rojas-Drummond, S. M. (2001). Re-conceptualising scaffolding and the zone of proximal development in the context of symmetrical collaborative learning. Journal of Classroom Interaction, 36(2), 40-54.
Feryok, A. (2017). Sociocultural theory and task-based language teaching: The role of praxis. TESOL Quarterly, 51(3), 716-727.
Frawley, W., & Lantolf, J. P. (1985). Second language discourse: A Vygotskyan perspective. Applied Linguistics, 6(1), 19-44.
Gibbons, P. (2003). Mediating language learning: Teacher interactions with ESL students in a content-based classroom. TESOL Quarterly, 37, 243–270.
Goldenberg, C., Rueda, R. S., & August, D. (2006). Sociocultural influences on the literacy attainment of language-minority children and youth. In D. August & T. Shanahan (Eds.), Developing literacy in second-language learners: Report of the National Literacy Panel on language-minority children and youth (pp. 269-318). Mahwah, NJ: Lawrence Erlbaum Associates.
Goldenberg, C., Rueda, R. S., & August, D. (2008). Sociocultural contexts and literacy development. In D. August & T. Shanahan (Eds.), Developing reading and writing in second-language learners (pp. 95-129). New York, NY: Routledge.
Grabois, H. (2008). Contribution and language learning: Service-learning from a sociocultural perspective. In J. P. Lantolf & M. E. Poehner (Eds.), Sociocultural theory and the teaching of second languages (pp. 380-406). London, UK: Equinox.
Guk, I., & Kellogg, D. (2007). The ZPD and whole class teaching: Teacher-led and student-led interactional mediation of tasks. Language Teaching Research, 11(3), 281-299.
Gumperz, J. J. (1977). Sociocultural knowledge in conversational interference. In M. Saville-Troike (Ed.), Linguistics and anthropology (pp. 191-214). Washington DC: Georgetown University Press.
Haught, J. R., & McCafferty, S. G. (2008). Embodied language performance: Drama and the ZPD in the second language classroom. In J. P. Lantolf & M. E. Poehner (Eds.), Sociocultural theory and the teaching of second languages (pp. 139-162). London, UK: Equinox.
Holland, D., & Lachicotte, W. Jr. (2007). Vygotsky, Mead, and the new sociocultural studies of identity. In H. Daniels, M. Cole & J. Wertsch (Eds.), The Cambridge companion to Vygotsky (pp. 101-135). Cambridge, UK: Cambridge University Press.
Holzman, L. (2002). Vygotsky’s zone of proximal development: The human activity zone. Retrieved from
Holzman, L. (2009). Vygotsky at work and play. London, UK: Routledge.
John-Steiner, V., & Mahn, H. (1996). Sociocultural approaches to learning and development: A Vygotskian framework. Educational Psychologist, 31, 191-206.
Johnson, K. E. (2009). Second language teacher education: A sociocultural perspective. New York, NY: Routledge.
Johnson, K. E., & Golombek, P. R. (2016). Mindful L2 teacher education: A sociocultural perspective on cultivating teachers’ professional development. New York, NY: Routledge.
Karpov, Y. V. (2003). Vygotsky’s doctrine of scientific concepts: Its role for contemporary education. In A. Kozulin, B. Gindis, V. S. Ageyev, & S. M. Miller (Eds.), Vygotsky’s educational theory in cultural context (pp. 65-82). Cambridge, UK: Cambridge University Press.
Kinginger, C. (2002). Defining the zone of proximal development in U.S. foreign language education. Applied Linguistics, 23(2), 240-261.
Knouzi, I., Swain, M., Lapkin, S., & Brooks, L. (2010). Self-scaffolding mediated by languaging: Microgenetic analysis of high and low performers. International Journal of Applied Linguistics, 20(1), 23-49.
Kozulin, A. (1986). Vygotsky in context. In A. Kozulin (Ed.), L. S. Vygotsky: Thought and language. Cambridge, MA: MIT Press.
Kozulin, A., Gindis, B., Ageyev, V. S., & Miller, S. M. (Eds.). (2003). Vygotsky’s educational theory in cultural context. Cambridge, UK: Cambridge University Press.
Lantolf, J. P. (2000). Introducing sociocultural theory. In J. P. Lantolf (Ed.), Sociocultural theory and second language learning (pp. 1-26). Oxford, UK: Oxford University Press.
Lantolf, J. P. (2003). Interpersonal communication and internalization in the second language classroom. In A. Kozulin, B. Gindis, V. S. Ageyev, & S. M. Miller (Eds.), Vygotsky’s educational theory in cultural context (pp. 349-370). Cambridge, UK: Cambridge University Press.
Lantolf, J. P. (2011). The sociocultural approach to second language acquisition: Sociocultural theory, second language acquisition, and artificial L2 development. In D. Atkinson (Ed.), Alternative approaches to second language acquisition (pp. 24-47). New York, NY: Routledge.
Lantolf, J. P., & Appel, G. (Eds.). (1994). Vygotskian approaches to second language research. Norwood, NJ: Ablex.
Lantolf, J. P., & Pavlenko, A. (1995). Sociocultural theory and second language acquisition. Annual Review of Applied Linguistics, 15, 108-124.
Lantolf, J. P., & Poehner, M. E. (Eds.). (2008). Sociocultural theory and the teaching of second languages. London, UK: Equinox.
Lantolf, J. P., & Poehner, M. E. (2011). Dynamic assessment in the classroom: Vygotskian praxis for L2 development. Language Teaching Research, 15, 11-33.
Lantolf, J. O., & Thorne, S. L. (2006). Sociocultural theory and the genesis of second language development. Oxford, UK: Oxford University Press.
Lantolf, J. & Thorne, S. L. (2007). Sociocultural theory and second language learning. In. B. van Patten & J. Williams (Eds.), Theories in second language acquisition (pp. 201-224). Mahwah, NJ: Lawrence Erlbaum.
Lasky, S. (2005). A sociocultural approach to understanding teacher identity, agency and professional vulnerability in a context of secondary school reform. Teaching and Teacher Education, 21, 899-916.
Lei, X. (2008). Exploring a sociocultural approach to writing strategy research: Mediated actions in writing activities. Journal of Second Language Writing, 17, 217-236.
Lewis, C., Enciso, P., & Moje, E. B. (Eds.). (2007). Reframing sociocultural research on literacy: Identity, agency, and power. Mahwah, NJ: Lawrence Erlbaum.
Li, A., & Gasser, M. (2005). Predicting Asian international students’ sociocultural adjustment: A test of two mediation models. International Journal of Intercultural Relations,29(5), 561-576.
Magnan, S. S. (2008). The unfulfilled promise of teaching for communicative competence: Insights from sociocultural theory. In J. P. Lantolf & M. E. Poehner (Eds.), Sociocultural theory and the teaching of second languages (pp. 351-381). London, UK: Equinox.
Mei, Y. (2019). Assessing second language writing: Raters’ perspectives from a sociocultural view. In S. Papageorgiou & K. M. Bailey (Eds.), Global perspectives on language assessment: Research, theory, and practice (pp. 47-60). New York, NY: Routledge.
Mercer, N. (2004). Sociocultural discourse analysis: Analysing classroom talk as a social mode of thinking. Journal of Applied Linguistics, 1(2), 137-168.
Minick, N. (1996). The development of Vygotsky’s thought: An introduction to thinking and speech. In H. Daniels (Ed.), An introduction to Vygotsky (pp. 28-52). London, UK: Routledge.
Mitchell, R., Myles, F., & Marsden, E. (2013). Second language learning theories. London, UK: Routledge.
Moll, L. C. (Ed.) (1990). Vygotsky and education: Instructional implications and applications of sociohistorical psychology. New York, NY: Cambridge University Press.
Moll, L. C., & Whitmore, K. F. (1993). Vygotsky in classroom practice: Moving from individual transmission to social transaction. In E. A. Forman, N. Minick, & C. A. Stone (Eds.), Contexts for learning: Sociocultural dynamics in children’s development (pp. 19-42). Oxford, UK: Oxford University Press.
Monzó, L., & Rueda, R. (2001). Constructing achievement orientations toward literacy: An analysis of sociocultural activity in Latino home and community contexts. Retrieved from
Monzó, L. D., & Rueda, R. (2006). A sociocultural perspective on acculturation: Latino immigrant families negotiating diverse discipline practices. Education and Urban Society, 38(2), 188-203.
Moran, S., & John-Steiner, V. (2003). Creativity in the making: Vygotsky’s contemporary contribution to the dialectic of creativity and development. Oxford, UK: Oxford University Press.
Negueruela, E. (2008). Revolutionary pedagogies: Learning that leads (to) second language development. In J. P. Lantolf & M. E. Poehner (Eds.), Sociocultural theory and the teaching of second languages (pp. 189-227). London, UK: Equinox.
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Pérez, B. (Ed.). (2004). Sociocultural contexts of language and literacy (2nd ed.). Mahwah, NJ: Lawrence Erlbaum.
Petré, P., Cuyckens, H., & D’hoedt, F. (Eds.). (2018). Sociocultural dimensions of lexis and text in the history of English. Philadelphia, PA: John Benjamins Publishing Company.
Poehner, M. E., & Lantolf, J. P. (2010). Vygotsky’s teaching-assessment dialectic and L2 education: The case for dynamic assessment. Mind, Culture, and Activity, 17, 312-330.
Reis, D. S. (2011). Non-native English-speaking teachers (NNESTs) and professional legitimacy: A sociocultural theoretical perspective on identity transformation.
Richard-Amato, P. A. (2010). Making it happen: From interactive to participatory language teaching: Evolving theory and practice (3rd ed.). White Plains, NY: Pearson.
Rivera, K. M., & Huerta-Macías, A. (Eds.). (2007). Adult biliteracy: Sociocultural and programmatic responses. London, UK: Routledge.
Robbins, D. (2003). Vygotsky’s and A. A. Leontiev’s semiotics and psycholinguistics: Applications for education, second language acquisition, and theories of language. Westport, CT: Praeger.
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Rueda, R. (1998, December). Standards for professional development: A sociocultural perspective. (Research Brief No. 2). Santa Cruz, CA: University of California, Center for Research on Education, Diversity & Excellence.
Rueda, R., August, D., & Goldenberg, C. (2006). The sociocultural context in which children acquire literacy. In D. August & T. Shanahan (Eds.), Developing literacy in second-language learners: Report of the National Literacy Panel on language-minority children and youth (pp. 319-340). Mahwah, NJ: Erlbaum.
Rueda, R., & Dembo, M. (1995). Motivational processes in learning: A comparative analysis of cognitive and sociocultural frameworks. Advances in Motivation and Achievement, 9, 255-289.
Rueda, R., MacGillivray, L., Monzó, L., & Arzubiaga, A. (2001). Engaged reading: A multi-level approach to considering sociocultural factors with diverse learners. In D. M. McInerney & S. Van Etten (Eds.), Research on sociocultural influences on motivation and learning (Vol.1). (pp. 233-264). Greenwich, CT: Information Age.
Rueda, R., & Moll, L. C. (1994). A sociocultural perspective on motivation. In H. F. O’Neill & M. Drillings (Eds.), Motivation: Theory and research (pp. 117-137). Hillsdale, NJ: Lawrence Erlbaum.
Rueda, R., Monzó, L. D., & Higareda, I. (2004). Appropriating the sociocultural resources of Latino paraeducators for effective instruction with Latino students: Promise and problems. Urban Education, 39(1), 52-90.
Shohel, M. M. C., & Howes, A. J. (2008). Informality of teaching and learning in nonformal schools: Sociocultural processes as mesosystems of student development. Education, 36, 293–309.
Stetsenko, A., & Arievitch, I. (2002). Teaching, learning, and development: A post-Vygotskian perspective. In G. Wells & G. Claxton (Eds.), Learning for life in the 21st century: Sociocultural perspective on the future of education (pp. 84-96). Oxford, UK: Blackwell.
Swain, M. (2000). The output hypothesis and beyond: Mediating acquisition through collaborative dialogue. In J. P. Lantolf (Ed.), Sociocultural theory and second language learning (pp. 97–114). New York, NY: Oxford University Press.
Swain, M., Kinnear, P., & Steinman, L. (2011). Sociocultural theory in second language education: An introduction through narratives. Bristol, UK. Multilingual Matters.
Swain, M., & Lapkin, S. (2013). A Vygotskian sociocultural perspective on immersion education: The L1/L2 debate. Journal of Immersion and Content-Based Education, 1, 101–129.
Swain, M., & Watanabe, Y. (2013). Languaging: Collaborative dialogue as a source of second language learning. In C. A. Chapelle (Ed.), The encyclopedia of applied linguistics (pp. 3218–3225). Oxford, UK: Blackwell.
Thorne, S. L. (2000). Second language acquisition theory and some truth(s) about relativity. In J. Lantolf (Ed.), Sociocultural theory and second language learning (pp. 219-243). Oxford: Oxford University Press.
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Thorne, S. L., & Tasker, T. (2011). Sociocultural and cultural-historical theories of language development. In J. Simpson (Ed.), Routledge handbook of applied linguistics (pp. 487-500). New York: Routledge.
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Warschauer, M. (1997). A sociocultural approach to literacy and its significance for CALL. In K. Murphy-Judy & R. Sanders (Eds.), NEXUS: The convergence of language teaching and research using technology (pp. 88-97). Durham, North Carolina: Computer Assisted Language Instruction Consortium.
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