Journal articles: 'Sociocultural theory'

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Torres-Velásquez, Diane. "Sociocultural Theory." Remedial and Special Education 21, no. 2 (March 2000): 66–69. http://dx.doi.org/10.1177/074193250002100201.

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Kozulin, Alex. "Sociocultural Contexts ofCognitive Theory." Human Development 42, no. 2 (1999): 78–82. http://dx.doi.org/10.1159/000022612.

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Ameri, Maryam. "Criticism of the Sociocultural Theory." Budapest International Research and Critics Institute (BIRCI-Journal): Humanities and Social Sciences 3, no. 3 (July 29, 2020): 1530–40. http://dx.doi.org/10.33258/birci.v3i3.1082.

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Sociocultural theory is an emerging theory in psychology that looks at the important contributions that society makes to individual development. This theory stresses the interaction between developing people and the culture in which they live. Sociocultural theory also suggests that human learning is largely a social process. Psychology is one of the newest sciences. Over the years, social scientists have developed theories or perspectives based off of their observations, research, and the perspectives of other scientists. Although there is some overlap, each of the major perspectives of psychology is unique. As a result, they each have strengths and weaknesses and explain psychology in a different way. SLA research in the tradition of sociocultural theory examines the dynamic relationship between interaction and acquisition, exploring how language, cognition, and culture are acquired through collaborative interaction. This paper presents an analysis of The Strengths and Weaknesses of the Sociocultural Theory and to present a general overview of Sociocultural Theory (SCT), and its relation to human cognitive development.

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Xu, Jinfen, and Zaibo Long. "Sociocultural Theory and L2 Learning." Language and Sociocultural Theory 7, no. 2 (February 24, 2021): 202–22. http://dx.doi.org/10.1558/lst.19401.

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This article reviews SCT-informed empirical studies that are centered in East AsiaWe discuss how SCT helped scholars to gain a nuanced understanding of the nature of East Asian learners’ L2 learning (and teaching), and how East Asian scholars have made active contributions to SCT. Specifically, this review uncovers how SCT is used to explain (1) the multifaceted nature of pedagogical and curricular innovation in East Asia; (2) socioculturally organized learner psychology; (3) learning potential afforded by technology; and (4) L2 writing as a complex activity. Moreover, we consider how scholars in East Asia developed and extended SCT, with special attention drawn to the concept of ‘written languaging’. While it is worth noting that most of the research centered in East Asia used SCT as a theoretical lens to understand L2 learning, less has been done on how to employ specific principles and concepts of SCT to organize instructional practices. Therefore, future directions of researching SCT in East Asia are also addressed.

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Newman, Stephen. "Vygotsky, Wittgenstein, and sociocultural theory." Journal for the Theory of Social Behaviour 48, no. 3 (June 20, 2018): 350–68. http://dx.doi.org/10.1111/jtsb.12174.

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Mees. "Sociocultural Theory and the leub Inscriptions." Journal of English and Germanic Philology 110, no. 4 (2011): 474. http://dx.doi.org/10.5406/jenglgermphil.110.4.0474.

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Kahlke, Renate, Joanna Bates, and Laura Nimmon. "When I say … sociocultural learning theory." Medical Education 53, no. 2 (June 25, 2018): 117–18. http://dx.doi.org/10.1111/medu.13626.

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Sundin, Olof, and Jenny Johannisson. "Pragmatism, neo‐pragmatism and sociocultural theory." Journal of Documentation 61, no. 1 (February 2005): 23–43. http://dx.doi.org/10.1108/00220410510577998.

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Bidell, Thomas R. "The Transformative Turn in Sociocultural Theory." Human Development 60, no. 1 (2017): 55–59. http://dx.doi.org/10.1159/000475235.

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Mahn, Holbrook. "Vygotsky's Methodological Contribution to Sociocultural Theory." Remedial and Special Education 20, no. 6 (November 1999): 341–50. http://dx.doi.org/10.1177/074193259902000607.

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Educators internationally including those working with children with exceptionalities, are recognizing the importance of sociocultural theory and the role played by Lev S. Vygotsky. This article introduces some of his major contributions through an examination of his methodological approach, which differs from traditional Western approaches in a number of ways. Vygotsky used a dialectical approach to analyze the way that symbol and tool use among early humans led to more complex social interactions and to the development of human consciousness. His investigations provide a methodological approach and a theoretical foundation for understanding the unique developmental paths of children with special needs, and they suggest pedagogical approaches designed to meet these special needs.

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Lantolf, James P., and Aneta Pavlenko. "Sociocultural Theory and Second Language Acquisition." Annual Review of Applied Linguistics 15 (March 1995): 108–24. http://dx.doi.org/10.1017/s0267190500002646.

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Although the sociocultural theory (henceforth SCT) of mental activity, rooted in the work of L. S. Vygotsky and his colleagues, has certainly come to the fore in developmental and educational research (cf. Forman, et al. 1993, Lave and Wenger 1991, Moll 1990, Newman, et al. 1989), it is still very much the “new kid on the block” as far as SLA research is concerned. Recently, however, SCT has begun to enjoy increased attention among L2 researchers, as is amply attested in the bibliography of this paper. This research has focused on three general areas: activity theory and the relevance of motives and goals for L2 learning; the role of private speech in L2 learning; and learning in the zone of proximal development. These areas serve as the organizing basis for the survey that follows. The overview begins, however, with a brief, but necessary, overview of the theory itself.

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Lantolf, James P., and Tracy G. Beckett. "Sociocultural theory and second language acquisition." Language Teaching 42, no. 4 (October 2009): 459–75. http://dx.doi.org/10.1017/s0261444809990048.

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Second language acquisition (SLA) research informed by sociocultural theory (henceforth, SCT) began in earnest with the publication of Frawley & Lantolf's (1985) article on L2 (second language) discourse (described in the timeline proper). Since then, well over 300 journal articles, book chapters and doctoral dissertations have appeared in the research literature. Although the term ‘sociocultural’ is often applied to a wide array of approaches to research that seeks to understand what it means to be a human being, in the present timeline, we restrict its interpretation to refer to the specific theory of psychological development proposed by Vygotsky (1986). Other approaches that have appropriated the term, such as those emanating from the writings of Bakhtin (1981), while compatible in many respects with Vygotskian theory, have a different focus and are not strictly speaking psychological or psycholinguistic theories. To be sure, Vygotsky rarely used the term ‘sociocultural’, preferring instead ‘cultural psychology’ or ‘cultural-historical psychology’ to refer to his theory. Wertsch (1985) is generally credited with having coined the term ‘sociocultural’ as a way of capturing the notion that human mental functioning results from participation in, and appropriation of, the forms of cultural mediation integrated into social activities.

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van Compernolle, Rémi A., and Lawrence Williams. "Sociocultural theory and second language pedagogy." Language Teaching Research 17, no. 3 (June 12, 2013): 277–81. http://dx.doi.org/10.1177/1362168813482933.

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Sawyer, Keith. "Extending Sociocultural Theory to Group Creativity." Vocations and Learning 5, no. 1 (August 24, 2011): 59–75. http://dx.doi.org/10.1007/s12186-011-9066-5.

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Chirkov, Valery. "The sociocultural movement in psychology, the role of theories in sociocultural inquiries, and the theory of sociocultural models." Asian Journal of Social Psychology 23, no. 2 (June 2020): 119–34. http://dx.doi.org/10.1111/ajsp.12409.

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WANG, Yunhua. "A Study of Sociocultural Perspectives on Sociocultural Theory and Second Language Acquisition Research." Journal of International Education and Development 4, no. 9 (2020): 49–53. http://dx.doi.org/10.47297/wspiedwsp2516-250008.20200411.

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Остапенко, Ірина Григорівна. "Sociocultural dimension of economic theory and practice." ScienceRise 10, no. 1 (15) (October 29, 2015): 60. http://dx.doi.org/10.15587/2313-8416.2015.51194.

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Ivanova, Raisa. "Sociocultural determinants of the modern communication theory." Ideas and Ideals 2, no. 3 (September 15, 2017): 81–93. http://dx.doi.org/10.17212/2075-0862-2017-3.2-81-93.

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Allen, Sue. "Sociocultural Theory in Museums: Insights and Suggestions." Journal of Museum Education 22, no. 2-3 (January 1997): 8–9. http://dx.doi.org/10.1080/10598650.1997.11510351.

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Carlson, Elisabeth, and Marie Stenberg. "Peer learning-making use of sociocultural theory." Nurse Education in Practice 46 (July 2020): 102819. http://dx.doi.org/10.1016/j.nepr.2020.102819.

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THORNE, STEVEN L. "Epistemology, Politics, and Ethics in Sociocultural Theory." Modern Language Journal 89, no. 3 (August 22, 2005): 393–409. http://dx.doi.org/10.1111/j.1540-4781.2005.00313.x.

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Kozulin, Alex. "Sociocultural Theory and the Mediated Learning Experience." School Psychology International 23, no. 1 (February 2002): 7–35. http://dx.doi.org/10.1177/0143034302023001729.

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Abu Bakar, Norsuhaily, and Ahmad Puad Mat Som. "A Sociocultural Theory to Learning: Malaysia’s Experience." International Journal of Engineering & Technology 7, no. 4.34 (December 13, 2018): 41. http://dx.doi.org/10.14419/ijet.v7i4.34.23578.

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The study explores and analyses some of the challenges inherent to incorporating play into classroom practice, which occurs in two types of preschool classroom settings in Malaysia. It investigates the implementation of play in each of these settings. This study builds an understanding of the processes involved. It demonstrates a theory of learning that supports analysis of participation in social activity where participants work towards social goals within a view of learning being based on a cultural and collective foundation. The discussion is designed to convince the reader the value of the underpinning theory for this study and to explain the interpretive lens on learning through play that emerges. The approach recognizes that this interpretive lens offers a particular way of guiding the data collection and interpreting the data. In developing a conceptual framework for this study, it provides not only a way to interpret what is learning through play, but also to report the research findings within a sociocultural frame.

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McCafferty, Steven G. "Dynamic Systems Theory and Sociocultural Theory: Some Connections and Distinctions." Language and Sociocultural Theory 3, no. 1 (April 1, 2016): 83–88. http://dx.doi.org/10.1558/lst.v3i1.30476.

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Howell, Catherine. "SOCIOCULTURAL THEORY AND SECOND LANGUAGE LEARNING. James P. Lantolf (Ed.). Oxford: Oxford University Press, 2000. Pp. 297. £20.90 paper." Studies in Second Language Acquisition 24, no. 3 (July 17, 2002): 490–91. http://dx.doi.org/10.1017/s0272263102223062.

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Sociocultural Theory and Second Language Learning, edited by James Lantolf, contains nine research reports and two theoretical papers that introduce the sociocultural tradition to the wider field of second language acquisition (SLA) and provide specific examples of questions and methodologies that emerge from the sociocultural framework. Sociocultural theory expands the types of inquiry addressed by the field of SLA research by suggesting a participation metaphor of language learning as an alternative to, or an expansion of, the more widespread input-output or computational metaphor. Although the book is designed primarily for researchers, most chapters also explore ways that sociocultural theory and research can inform language pedagogy.

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Ylimaki, Rose M., Lisa J. Fetman, Erin Matyjasik, Lynnette Brunderman, and Michael Uljens. "Beyond Normativity in Sociocultural Reproduction and Sociocultural Transformation." Educational Administration Quarterly 53, no. 1 (September 27, 2016): 70–106. http://dx.doi.org/10.1177/0013161x16669200.

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Background: The purpose of this article is to examine the contributions, gaps, and normativity problems in mainstream sociocultural theories, curriculum theory, and educational leadership studies, considering reflective education theories that provide a less normative alternative. Framework: Our framework introduces reflective education for social change as a less normative perspective, contrasted with two dominant sociological perspectives: social reproduction and social transformation. Within each of these perspectives, we consider consonant curriculum theories and educational leadership studies that have developed in disparate fields. Research Methods/Approach: This study utilized data from a previous qualitative study that examined a high-performing high school/district in a working-class, increasingly diverse community. Data sources featured field notes and interviews. We acknowledge the limitations of the interpretive paradigm that framed this study, suggesting the need for a new research paradigm. Illustrative Examples From the Findings: Participants primarily considered education as preparatory for existing social norms and values through their long-standing curriculum system. Reliance on neoliberal policy discourses contributed to an institutionalized “culturally neutral” curriculum system that often reinforced deficit views of diverse students. Leaders had awareness of social changes but often missed opportunities for mediation and reflection. Thus, reflective education for social change may be useful to move beyond the normativity problems of social reproduction and transformation. Implications: When leaders apply reflective education perspectives to their praxis, they transcend existing norms and values. Importantly, the future is an open question, thus avoiding the normativity problems of dominant sociocultural perspectives. Implications are provided for theorizing, research, leadership preparation, and practice.

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이현주. "Vygotskian Sociocultural Theory and Technology-mediated English Learning." EDUCATIONAL RESEARCH 47, no. ll (June 2010): 23–56. http://dx.doi.org/10.17253/swueri.2010.47..002.

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Chirkov, Valery. "An introduction to the theory of sociocultural models." Asian Journal of Social Psychology 23, no. 2 (July 11, 2019): 143–62. http://dx.doi.org/10.1111/ajsp.12381.

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Arievitch, Igor M., and Jacques P. P. Haenen. "Connecting Sociocultural Theory and Educational Practice: Galperin's Approach." Educational Psychologist 40, no. 3 (September 2005): 155–65. http://dx.doi.org/10.1207/s15326985ep4003_2.

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Campos, Gilberto Pérez. "Debates in Social Theory—Tensions in Sociocultural Theorizing." Culture & Psychology 9, no. 2 (June 2003): 171–78. http://dx.doi.org/10.1177/1354067x0392004.

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Marginson, Simon, and Thi Kim Anh Dang. "Vygotsky’s sociocultural theory in the context of globalization." Asia Pacific Journal of Education 37, no. 1 (September 13, 2016): 116–29. http://dx.doi.org/10.1080/02188791.2016.1216827.

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Miccolis, Giuseppe. "Sociocultural influences in the theory of Karen Horney." American Journal of Psychoanalysis 56, no. 2 (June 1996): 141–47. http://dx.doi.org/10.1007/bf02733047.

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Forman, Ellice A., and Dawn E. Mccormick. "Discourse Analysis." Remedial and Special Education 16, no. 3 (May 1995): 150–58. http://dx.doi.org/10.1177/074193259501600304.

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Discourse analysis is one of the principal methodologies of sociocultural research in education. sociocultural research focuses on understanding how cognitive, social, cultural, affective, and communicative factors influence instruction. we review how sociocultural theory conceptualizes teaching and learning, some fundamental constructs of both the theory and the methodology, and the basic guidelines for discourse analysis. we discuss the applications of sociocultural theory and discourse analysis to remedial and special education by focusing on three areas of research: the social construction of disability, contingent instruction between adults and learners, and miscommunication between adults and working class or minority students.

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Collin, Ross. "Investigating Ethics in Sociocultural Literacy Studies." Journal of Literacy Research 51, no. 4 (October 3, 2019): 504–24. http://dx.doi.org/10.1177/1086296x19876992.

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This conceptual article addresses theories of ethics in literacy studies. Here, ethics means people’s ways of defining, asking about, and living good lives. Although literacy researchers have paid some attention to ethics, they rarely theorize ethics overtly. To demonstrate the need for a clearer concept of the ethical dimension of literacy, this article shows how the author’s earlier study of activists’ literacies was limited by an underdeveloped theory of ethics. The article reviews ideas from recent work in the anthropology of ethics that can draw out and draw together literacy studies’ largely implicit concepts of ethics. Through this discussion, the article presents a clearer theory of the ethical dimension of literacy. The article concludes by using this new theory to study the ethics in the literacy practices of an LGBTQIA activist.

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Shi, Hui. "The Theoretical Interpretation of EFL Teacher’s Professional Development from the Perspective of Sociocultural Theory." Theory and Practice in Language Studies 7, no. 11 (November 1, 2017): 10591064. http://dx.doi.org/10.17507/tpls.0711.14.

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The sociocultural theory offers a theoretical and methodological ways to explore the relationship between the macro-structure of sociocultural model and the micro-structure of individual context of EFL (English as a foreign language)teachers. It provides a unique perspective to investigate the dialogic processes on the construction of EFL teachers’ professional development. Thus, the article focuses on the four core concepts of sociocultural theory that mediation, internalization, the zone of proximal development and activity theory to interpretate the EFL teachers’ professional development.

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Karami, Amirreza. "The Use of Schema Theory, Information-Processing Theory, and Sociocultural Theory in Teaching Culturally Unfamiliar Texts in Second/Foreign Language Classrooms." Educational Practice and Theory 42, no. 2 (December 1, 2020): 23–38. http://dx.doi.org/10.7459/ept/42.2.03.

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This theoretical review is an overview of three important theories: schema theory, information-processing theory, and sociocultural theory. Second/foreign language teachers need to familiarize themselves with these theories if they want to teach culturally unfamiliar texts more successfully in their language classrooms. Although each of these theories can be applied to different stages of reading instruction (pre-reading, while-reading, and post-reading), schema theory is more applicable to the pre-reading stage; sociocultural theory to the post-reading activities; and information-processing theory to the while-reading stage if teachers choose to use text-relevant video segments. A new framework for reading instruction, as well as some implications and suggestions for language teachers and researchers, are discussed in detail.

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Eun, Barohny, and Hye-Soon Lim. "A Sociocultural View of Language Learning: The Importance of Meaning-Based Instruction." TESL Canada Journal 27, no. 1 (December 18, 2009): 12. http://dx.doi.org/10.18806/tesl.v27i1.1031.

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The process of second-language teaching is grounded in the sociocultural theory of Vygotsky, which emphasizes meaningful interaction among individuals as the greatest motivating force in human development and learning. In this theoretical framework, the concepts of meaning and mediation are considered as the two essential elements affecting an individual’s learning of a second language. Suggestions are offered for enhancing students’ second-language learning in their regular classrooms by applying sociocultural theories to practice. Socioculturally based implications for classroom teaching include bilingual instruction, focus on pragmatics, literacy instruction based on drama, inclusive learning environments, instruction based on children’s interests, and the teacher’s role as a facilitator mediating between students and their second-language learning environment.

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Robbins, Jill. "The More he Looked inside the More Piglet wasn't there: What Adopting a Sociocultural Perspective can help us see." Australasian Journal of Early Childhood 28, no. 1 (March 2003): 24–30. http://dx.doi.org/10.1177/183693910302800106.

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Unlike the Piagetian notion of children actively constructing their own understandings, sociocultural theory emphasises that it is through involvement in activities with others that development occurs. Thus, it is important to consider the contexts in which children are developing; the socioculturally relevant activities within those contexts; the participation with, guidance and support of others, and how this changes through involvement in activities and prepares children for future involvement in similar experiences. This article, drawing on research into young children's understandings of natural phenomena, will illustrate how adopting a sociocultural perspective can present a richer image of what children know, than an approach which relies solely on using ‘scientific’ methods to uncover and analyse understandings.

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Robbins, Jill. "The More he Looked inside the More Piglet wasn't there: What Adopting a Sociocultural Perspective can help us see." Australasian Journal of Early Childhood 28, no. 2 (June 2003): 1–7. http://dx.doi.org/10.1177/183693910302800202.

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Unlike the Piagetian notion of children actively constructing their own understandings, sociocultural theory emphasises that it is through involvement in activities with others that development occurs. Thus, it is important to consider the contexts in which children are developing; the socioculturally relevant activities within those contexts; the participation with, guidance and support of others, and how this changes through involvement in activities and prepares children for future involvement in similar experiences. This article, drawing on research into young children's understandings of natural phenomena, will illustrate how adopting a sociocultural perspective can present a richer image of what children know, than an approach which relies solely on using ‘scientific’ methods to uncover and analyse understandings.

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Närvänen, Elina, and Christina Goulding. "Sociocultural brand revitalization." European Journal of Marketing 50, no. 7/8 (July 11, 2016): 1521–46. http://dx.doi.org/10.1108/ejm-05-2014-0328.

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Purpose The purpose of the paper is to build a sociocultural perspective of brand revitalization. Maintaining brands and bringing them back to life in the market has received much less interest than their creation. Moreover, the existing literature is dominated by the marketing management paradigm where the company’s role is emphasized. This paper addresses the phenomenon of brand revitalization from a sociocultural perspective and examines the role of consumer collectives in the process. Design/methodology/approach Using a data-driven approach, the study builds on the case of a consumer brand of footwear that has risen to unprecedented popularity without traditional marketing campaigns. Data were generated using an inductive theory building approach utilizing multiple methods, including interviews, participant observation and cultural materials. Findings The paper presents a conceptual model of cultural brand revitalization that has four stages: sleeping brand, spontaneous appropriation, diffusion and convergence. Practical implications Implications for companies in consumer markets are discussed, suggesting ways to facilitate the process of sociocultural brand revitalization. Originality/value The paper contributes to the literature first by offering a sociocultural brand revitalization scenario that highlights the interplay between the actions of consumers and the company, second, by examining the interaction between the symbolic meanings associated with the brand and the practices used by consumers and, third, by offering insights into the relevance of national identity in creating brand meaning.

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Ardana, Made I., Wisna I. Putu Ariawan, and Gusti Ayu Dessy Sugiharni. "The expansion of sociocultural theory-oriented mathematical learning model." Cypriot Journal of Educational Sciences 16, no. 6 (December 31, 2021): 3016–32. http://dx.doi.org/10.18844/cjes.v16i6.6493.

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The research aim was to obtain a Sociocultural Theory-oriented Mathematics Learning Model with Tri Hita Karana insight that is valid, practical, and effective in developing the good character of students in learning mathematics. This research was a research and development with reference to the development of Plomp. The data collection techniques used tests and questionnaires. The results showed that: (1) the Sociocultural Theory-oriented Mathematics Learning Model with Tri Hita Karana insight is valid, practical, and effective to use to develop the good character of students; (2) there was an increase in the good character of students from the category ‘sometimes shows good behavior according to the Tri Hita Karana aspect and often behaves not in accordance with the Tri Hita Karana aspect’ to the category ‘often and consistently shows good behavior according to the Tri Hita Karana aspect’; and (3) positive student responses to learning. Keywords: Mathematical learning, sociocultural theory, tri hita karana, pawongan, tri pramana

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Duff, Patricia A. "Second language socialization as sociocultural theory: Insights and issues." Language Teaching 40, no. 4 (September 7, 2007): 309–19. http://dx.doi.org/10.1017/s0261444807004508.

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In this paper, I describe the relationship between language socialization and sociocultural theory (SCT) and the implications of this connection for second language socialization (SLS) studies. I first describe the theoretical compatibility of language socialization and SCT by examining the basic tenets of each and then also explore how language socialization scholars have explicitly or implicitly drawn on SCT and how SCT scholars, in turn, have positioned research on socialization with respect to their theory. Second, I illustrate two common current theoretical and analytic approaches to research in SLS that exemplify: (1) a focus on indexicality in language learning, and (2) a community of practice orientation to SLS, which also embraces sociocultural theory (Lave & Wenger 1991; Wenger 1998). Third, I illustrate how the community-of-practice approach, combined with SLS, helps account for findings in a sociocultural study of Korean exchange students' experiences of language and literacy socialization at a Canadian university. I conclude by suggesting future directions for SLS studies.

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Nerlino, Erin. "A theoretical grounding of teacher leadership." Journal of Professional Capital and Community 5, no. 2 (March 10, 2020): 117–28. http://dx.doi.org/10.1108/jpcc-12-2019-0034.

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PurposeThis paper identifies two conceptualizations of teacher leadership – constructivist leadership theory and sociocultural theory. Using aspects of the conceptualizations, this paper provides direction for future study into and implementation of teacher leadership.Design/methodology/approachThis paper draws from both review and empirical literature that references constructivist leadership theory and sociocultural theory or that describes aspects of the aforementioned theories in relation to teacher leadership.FindingsFindings reveal that both constructivist leadership theory and sociocultural theory provide insight into the past lukewarm success of teacher leadership implementation and guidance for future efforts in teacher leadership. Such efforts include reconceptualizing leadership in schools, redesigning development opportunities for teachers based on the link between leading and learning, capitalizing on collaboration between universities and schools, focusing on the mentorship of new teachers and developing teacher leadership in relation to well-studied local school cultures.Originality/valueThe literature reviews of York-Barr and Duke (2004) and Wenner and Campbell (2017) regarding teacher leadership describe the field as largely atheoretical. This paper provides a theoretical grounding for teacher leadership in constructivist leadership theory and sociocultural theory and derives direction for future work around teacher leadership from a combination of these theories.

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Pesic, Jelena. "Sociocultural approach to textbook." Psihologija 38, no. 4 (2005): 369–81. http://dx.doi.org/10.2298/psi0504369p.

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The aim of this paper is to present an overview of textbook research at the Institute of psychology, intended to postulate socio-cultural approach to textbook. Shifting the textbook from classical pedagogical-psychological context into the broader and more inspiring cultural context, has led to the conceptualization of textbook as a cultural-supportive system of individual development. We consider firstly, the theoretical background of this conception, founded in Vygotskian idea of cultural mediation of development and then, its operationalization through the concept of cultural-supportive tools. The transfer from theory to practice is presented through the most important practical implications, such as defining the genre specificities of textbook and principles of educational design of textbooks. As a distinctive issue, we also consider the way this approach to textbook (theoretical articulation, analytical concepts, and practical implications) contributes to development of socio-cultural paradigm in psychology.

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Alkurtehe, Khaled Ali Mohammed, and Hisham Dzakiria. "An Overreview of the Sociocultural Theory and Vocabulary Development." JEES (Journal of English Educators Society) 3, no. 1 (April 4, 2018): 41. http://dx.doi.org/10.21070/jees.v3i1.1227.

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Vegotesky theory is a paramount for the vocabulary development with its multidimensional approach, which has the impact on the cognitive affective contextual aspects and social interaction.Socio-cultural theory(SCT) is the mental development of specific sphere human. It also concerns mediation and the different kinds of mediation tools adopted and valued by society.This paper highlighted that learning as a mediated process in social in origin and then becomes individual as a result of linguistically mediated interaction between the child and more experienced members of the society including parents, teachers, and peers. The relation of mediation of SCT and environment is to enhance vocabulary development in teaching EFL students. It also helps EFL students to use the target language in their daily life .With the help of this theory, the students can master vocabulary and improve their language.This theory focuses on the interaction with the students and shows the social environment. It links the learners with the trainer, if a child/student gets a guidance in an appropriate way he/she can learn more and can enhance his/her capacity of learning.This study tried to look at the influence of SCT on learning and teaching vocabulary. Consequently, This study recommends the use of the SCT while teaching EFL Libyan learners to enhance English language vocabulary.

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정대현. "Raising Korean Language listeners' metacognitive awareness - sociocultural theory perspective-." Korean Language Research ll, no. 40 (June 2016): 147–76. http://dx.doi.org/10.16876/klrc.2016..40.147.

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López Abeledo, María de la O. "Sociocultural Theory and the Genesis of Second Language Development." Language and Education 22, no. 2 (January 2008): 178–81. http://dx.doi.org/10.2167/le127b.0.

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Smith, Anne. "Interpreting and supporting participation rights: Contributions from sociocultural theory." International Journal of Children's Rights 10, no. 1 (2002): 73–88. http://dx.doi.org/10.1163/157181802772758137.

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Anh, Dang Thi Kim, and Simon Marginson. "Global learning through the lens of Vygotskian sociocultural theory." Critical Studies in Education 54, no. 2 (June 2013): 143–59. http://dx.doi.org/10.1080/17508487.2012.722557.

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Iancu, Julian, Baruch Spivak, Gideon Ratzoni, Alan Apter, and Abraham Weizman. "The Sociocultural Theory in the Development of Anorexia nervosa." Psychopathology 27, no. 1-2 (1994): 29–36. http://dx.doi.org/10.1159/000284845.

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Journal articles on the topic 'Sociocultural theory'

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