Research Interests:
Research Interests:
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... more
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 ...
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The far-reaching influence that the Russian psychologist Lev Vygotsky (1896–1934) has had on second language acquisition (SLA) research is reflected in studies which emphasize the important role played by semiotic mediation in social... more
The far-reaching influence that the Russian psychologist Lev Vygotsky (1896–1934) has had on second language acquisition (SLA) research is reflected in studies which emphasize the important role played by semiotic mediation in social interaction within social, cultural, physical, and historical contexts. While Vygotsky did not write extensively about SLA per se, he did provide a foundation for SLA research through his analysis of the development of mental systems as humans acquire and develop the ability to communicate through ...
Over the last three and a half decades sociocultural approaches have broadened the scope of and made significant contributions to second language acquisition (SLA) research. These approaches trace their theoretical and methodological... more
Over the last three and a half decades sociocultural approaches have broadened the scope of and made significant contributions to second language acquisition (SLA) research. These approaches trace their theoretical and methodological origins to the Russian psychologist Lev Vygotsky (1896–1934), whose objective was to develop a method of analyzing human consciousness. This entry discusses Vygotsky's contributions to the methodological foundations of sociocultural theory.
flrst'article in this issue is by Holbrook liilahn, Melissa Bruce and LaNysha I Adams, who present an effective model for facilitating the language and literacy development of English Language Learners while em-phasizing course... more
flrst'article in this issue is by Holbrook liilahn, Melissa Bruce and LaNysha I Adams, who present an effective model for facilitating the language and literacy development of English Language Learners while em-phasizing course content. Next, Judith K. Franzak describes the importance of policy activism by language arts educators, particularly in the current NCLB climate. Last, Penny Pence writes about the value of using Wikis in one's teaching and illustrates how she created one with her students in a writing course.
The editors of this volume pose an interesting and important challenge for psychology-developing a methodological approach that takes psychology beyond the dead end into which the emphasis on behaviorist approaches has taken it. They... more
The editors of this volume pose an interesting and important challenge for psychology-developing a methodological approach that takes psychology beyond the dead end into which the emphasis on behaviorist approaches has taken it. They suggest that looking back to the German-Austrian school of the mid-1930s might illuminate a path for psychology in the 21 sl century, and they highlight the manner in which this school looks at the mind as a complex whole, including subjective experience as a phenomenon worthy of study. In this ...
The Teaching/Learning Centers (TLC) model is based on the assumption that the best foundation for meaningful, sustained, and transformative professional development is laid when teachers assess the particular needs for their school site,... more
The Teaching/Learning Centers (TLC) model is based on the assumption that the best foundation for meaningful, sustained, and transformative professional development is laid when teachers assess the particular needs for their school site, plan and implement professional ...
Research Interests:
flrst'article in this issue is by Holbrook liilahn, Melissa Bruce and LaNysha I Adams, who present an effective model for facilitating the language and literacy development of English Language Learners while em-phasizing course content.... more
flrst'article in this issue is by Holbrook liilahn, Melissa Bruce and LaNysha I Adams, who present an effective model for facilitating the language and literacy development of English Language Learners while em-phasizing course content. Next, Judith K. Franzak describes the importance of policy activism by language arts educators, particularly in the current NCLB climate. Last, Penny Pence writes about the value of using Wikis in one's teaching and illustrates how she created one with her students in a writing course.
The editors of this volume pose an interesting and important challenge for psychology-developing a methodological approach that takes psychology beyond the dead end into which the emphasis on behaviorist approaches has taken it. They... more
The editors of this volume pose an interesting and important challenge for psychology-developing a methodological approach that takes psychology beyond the dead end into which the emphasis on behaviorist approaches has taken it. They suggest that looking back to the German-Austrian school of the mid-1930s might illuminate a path for psychology in the 21 sl century, and they highlight the manner in which this school looks at the mind as a complex whole, including subjective experience as a phenomenon worthy of study.
7. Conclusion Of the numerous WM models that have emerged since the term was coined in the 1960s, the following are particularly popular within SLA circles: Just and Carpenter's domain-specific single-resource model, Baddeley's and Waters... more
7. Conclusion Of the numerous WM models that have emerged since the term was coined in the 1960s, the following are particularly popular within SLA circles: Just and Carpenter's domain-specific single-resource model, Baddeley's and Waters and Caplan's domain-specific multiple-resource models, and the domain-free connectionist models. Domain-specific models claim that limitations in WMC constrain L2 learning, whereas domain-free models rely on limitations imposed by a domain-general attentional construct.
Vygotsky’ s work is extensive and covers many aspects of the development of children’ s meaning-making processes in social and cultural contexts. However, his main focus is on the examination of the unification of speaking and thinking... more
Vygotsky’ s work is extensive and covers many aspects of the development of
children’ s meaning-making processes in social and cultural contexts. However, his main focus is on the examination of the unification of speaking and thinking processes. His investigation centers on the analysis of the entity created by this unification – an internal speaking/thinking system with meaning at its center. Despite the fact that this speaking/thinking system is at the center of Vygotsky’s work, it remains little explored. This article relies on Vygotsky’ s writings, particularly "Thinking and Speech", to describe his examination of the speaking/thinking system. To analyze it he derives the unit – znachenie slova – “meaning through language.” In "Thinking and Speech" Vygotsky describes the origins and development of znachenie slova as a unit of the speaking/thinking system. He also details his genetic, functional, and structural analysis of the processes through which children internalize meaning in social interaction and organize it in an internal, psychological system. The foundation of this system is the child's ability to generalize by using symbolic representation in meaningful communication. Vygotsky’ s analysis of the structure of generalization in the speaking/thinking system is central to his examination of how children make meaning of their sociocultural worlds.
children’ s meaning-making processes in social and cultural contexts. However, his main focus is on the examination of the unification of speaking and thinking processes. His investigation centers on the analysis of the entity created by this unification – an internal speaking/thinking system with meaning at its center. Despite the fact that this speaking/thinking system is at the center of Vygotsky’s work, it remains little explored. This article relies on Vygotsky’ s writings, particularly "Thinking and Speech", to describe his examination of the speaking/thinking system. To analyze it he derives the unit – znachenie slova – “meaning through language.” In "Thinking and Speech" Vygotsky describes the origins and development of znachenie slova as a unit of the speaking/thinking system. He also details his genetic, functional, and structural analysis of the processes through which children internalize meaning in social interaction and organize it in an internal, psychological system. The foundation of this system is the child's ability to generalize by using symbolic representation in meaningful communication. Vygotsky’ s analysis of the structure of generalization in the speaking/thinking system is central to his examination of how children make meaning of their sociocultural worlds.
