Annotated Bibliography; Socio-cultural Theory in Learning Second Language
Lee, M. S. (2015). Implementing the sociocultural theory while teaching ESL. SPACE: Student Perspectives about Civic Engagement, 1(1), 6.
The article focuses on the importance of using Vygotsky’s Socio-cultural Theory in teaching English as a Second Language (ESL) especially to adult learners. It provides the experience and reflection of a Service Leaner who has practically applied the Socio-cultural Theory when teaching ESL classes. The rise in the number of non-English speaking citizens in the U.S. has resulted in high demand ESL programs and tutors who can provide ESL classes. As such, those in the education sector have responded to this need by ensuring that programs are availed to teach English as a second language to adult learners. Past research indicates that Socio-cultural Theory plays a critical role in ESL classroom because it is comprised of both cultural and educational approach. The article goes ahead to mention the benefits of this theory to adult learners; that include, enabling social interaction and cultural involvement and ensuring the teaching environment is adequately equipped. Therefore, the theory can help tutors in teaching adult learners ESL, monitoring their progress and establishing healthy teacher-student relationships. The article can be useful to those intending to teach ESL classes, as it highlights the need for cultural sensitivity to those offering these classes.
Turuk, M. C. (2008). The relevance and implications of Vygotsky’s sociocultural theory in the second language classroom. Arecls, 5, 244-262
The purpose of this article is to discuss the different impacts of socio-cultural theory on the learning and teaching process. The cognitive approach that provides that L2 learning is an internal process that mainly involves individual efforts. However, the socio-cultural theory promotes the process of learning as well as that of acquiring the second language as a semiotic process that requires students to be engaged in socially mediated activities. The article also notes that it is necessary to incorporate instructions in L2 development and should be focused on Zonal of Proximal Development that is higher than that of the learner’s actual development level. As such, students who want to acquire the L2 need do it in a collaborative environment that will ensure that they are given the necessary support and have access to mediated efforts.
Fahim, M., & Haghani, M. (2012). Sociocultural perspectives on foreign language learning. Journal of Language Teaching and Research, 3(4), 693-699.
The purpose of this article is to briefly explain the main theoretical claims that the socio-cultural theory (SCT) raises in regards to learning and teaching of second languages. The theory’s psychological view of human development is considered to have a significant impact on teaching, schooling, and education. It provides that an individuals’ development process requires not only the cognitive process but also social interaction, which has a major role in developing higher order functions. It also implies that the external social factors that surround a child should also be considered when teaching the second language. Thus, the success of the development depends on a child’s engagement in activities that will apply cognitive and communication functions. Therefore, the argument presented in this article is that for language teaching to be successful it is important to conduct their classrooms in the learner’s zone of proximal development (ZPD) and the learning process needs to be collaborative for it to be successful.
Dongyu, Z., Wanyi, F., & Wanyi, D. (2013). Sociocultural theory applied to second language learning: Collaborative learning with reference to the Chinese context. International Education Studies, 6(9), 165.
This article focuses on collaborative learning within the Chinese context by exploring the role of socio-cultural theory in this process. It begins by identifying the three main concepts of SCT that include self-regulation, the Zone of Proximal Development (ZPD) and scaffolding that are then used to assess how collaborative learning occurs in the Chinese context. The article finds that these concepts are behind the psychological foundation for collaborative learning. Based on the findings, the article concludes that changes should be introduced into the perceived way of learning and teacher –student relationship with the objective of enhancing teacher-student collaboration.
Higgins, J., & McDonald, G. (2008). Cultural Studies of Science Education: Sociocultural Theory–Its Use and Interpretation in New Zealand. Cultural Studies of Science Education, 3(2), 507-515.
The aim of this paper is to assess the application of a socio-cultural perspective in New Zealand from the 1970s to the present period. The article finds that majority of the New Zealanders with a socio-cultural perspective that participated in the study had learned about it while in foreign countries. In recent times, activity theory has been getting popular, and it was being applied in research related to early childhood, changes in apple industry’s working place and in-service tutor education. Application of activity theory in these projects has increased the awareness of the role that elements of a system play in transforming the activity. The article concludes by agreeing with a different scholar that it is necessary for those using the socio-cultural view to appreciate what is being done by others in the field.
Freeman, M. (2010). Vygotsky and the virtual classroom: sociocultural theory comes to the communications classroom. Christian Perspectives in Education, 4(1), 5.
The article aims to find out the relationship between Vygotsky’s Socio-cultural Theory and Virtual classroom. The increasing use of technological advancements in the education sector has created the need to use this theory to find out how the changing educational environment will affect the social-cultural psychology. The article also explores a case study that has been created for a virtual classroom to help in discussing the implications of the social, cultural theory on the structure of online learning. The article finds that Vygotsky’s theories can be used as a guide to conceptualizing the roles that educators and learners have to play in an online environment. The theories can also be useful in examining the new role of education in mediated distance education by concentrating on the idea that how a student learns is determined by cultural change. It is also possible to come up with various practical proposals for giving the assurance that constructivist education is still a leaner-centered activity despite the distanced physical center of the student.
References
Dongyu, Z., Wanyi, F., & Wanyi, D. (2013). Sociocultural theory applied to second language learning: Collaborative learning with reference to the Chinese context. International Education Studies, 6(9), 165.
Fahim, M., & Haghani, M. (2012). Sociocultural perspectives on foreign language learning. Journal of Language Teaching and Research, 3(4), 693-699.
Freeman, M. (2010). Vygotsky and the virtual classroom: sociocultural theory comes to the communications classroom. Christian Perspectives in Education, 4(1), 5.
Higgins, J., & McDonald, G. (2008). Cultural Studies of Science Education: Sociocultural Theory–Its Use and Interpretation in New Zealand. Cultural Studies of Science Education, 3(2), 507-515.
Lee, M. S. (2015). Implementing the sociocultural theory while teaching ESL. SPACE: Student Perspectives about Civic Engagement, 1(1), 6.
Turuk, M. C. (2008). The relevance and implications of Vygotsky’s sociocultural theory in the second language classroom. Arecls, 5, 244-262