VYGOTSKIAN SOCIOCULTURAL THEORY AND TRANSFORMATIVE SECOND LANGUAGE TEACHER EDUCATION

Karen E. Johnson; Paula R. Golombek; Jacob Rieker

doi:10.4324/9781003505143-1

VYGOTSKIAN SOCIOCULTURAL THEORY AND TRANSFORMATIVE SECOND LANGUAGE TEACHER EDUCATION

Karen E. Johnson, Paula R. Golombek, Jacob Rieker

Applied Linguistics

Research output: Chapter in Book/Report/Conference proceeding › Chapter

2 Scopus citations

Abstract

This introductory chapter provides an overview of the stated aims of this edited collection and accessible definitions of relevant concepts and principles of Vygotskian sociocultural theory (VSCT). These concepts and principles represent the theoretical foundation for the L2 teacher education (SLTE) professional development innovations included in this collection. Overall, the goals of this chapter and edited collection are twofold: (1) to showcase the variety of praxis-oriented pedagogical interventions that L2 teacher educators/researchers who engage with VSCT have yielded across instructional contexts, teacher populations, languages, and borders and (2) to highlight meaningful insights into what it means to adopt and enact a VSCT theoretical perspective in L2 teacher education pedagogy and research through the frames of innovation, intentionality, and intervention.

Original language	English (US)
Title of host publication	Transformative L2 Teacher Education Innovations
Subtitle of host publication	Insights from Vygotskian Sociocultural Theory
Publisher	Taylor and Francis
Pages	1-22
Number of pages	22
ISBN (Electronic)	9781040264201
ISBN (Print)	9781032825649
DOIs	https://doi.org/10.4324/9781003505143-1
State	Published - Jan 1 2024

All Science Journal Classification (ASJC) codes

General Social Sciences
General Arts and Humanities

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10.4324/9781003505143-1

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VYGOTSKIAN SOCIOCULTURAL THEORY AND TRANSFORMATIVE SECOND LANGUAGE TEACHER EDUCATION

Abstract

All Science Journal Classification (ASJC) codes

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