APLNG 584
Sociocultural Theory and Second Language Learning
Fall 2007: Tuesdays, 6-9 pm
004 Deike
Instructor: Steve Thorne (305 Sparks; sthorne@psu.edu)
Office hours by appointment

Course Description | Theory Links | SCT L2 Select Bibliography | Course Blogs

Required texts and readings:

• Lantolf, J. P. (ed.) 2000. Sociocultural theory and second language learning. Oxford: Oxford University Press.
• Lantolf, J. P., & Thorne, S. L. (2006). Sociocultural theory and the sociogenesis of second language development. New York: Oxford University Press.
  
• Articles and other readings: We will utilize both traditional reading packet (to be available at the UPS Store, (237-2552), located in the Hamilton Shopping Center off South Atherton (5 or 6 blocks south of campus), and readings that are available on the web (linked directly off the on-line syllabus).

WEEK 1: 8/28
Introduction to course; key elements of cultural historical activity theory (CHAT)/sociocultural theory (SCT)

WEEK 2: 9/4
Intellectual lineages of CHAT/SCT; development of modern CHAT; discussion of linguistics of communicative activity and Vygotsky's genetic method

• Lantolf and Thorne, 2006: Chapter 1, Introduction
  
• Lantolf and Thorne, 2006: Chapter 2, Genetic Method
  

Recommended Readings:

• Ratner, C. 1999. Three approaches to cultural psychology: A critique. Cultural Dynamics, 1999, 11, 7-31. Draft available online.

WEEK 3: 9/11
Core elements of cultural-historical psychology: Mediation

• Lantolf and Thorne, 2006: Chapter 3, Mediation: Theoretical Framework
• Cole, M. & Levitin, K. (2000). A cultural-historical view of human nature. In N. Roughley (Ed.), Being humans: Anthropological universality and particularity in
transdisciplinary perspectives. NY: deGruyter (pp. 64-80).
• Lantolf, J. P. & Thorne, S. L. (2007). Sociocultural Theory and Second Language Acquisition. In. B. van Patten & J. Williams (eds.), Explaining Second Language Acquisition. Cambridge: Cambridge University Press. PDF
  

WEEK 4: 9/18
Core elements of cultural-historical psychology: Mediation in the arenas of language, conceptualization, metaphor, body and gesture

• Lantolf and Thorne, 2006: Chapter 4, Symbolic mediation and L2 learners: Inner speech, private speech, and gesture
  
• Lantolf and Thorne, 2006: Chapter 5, Symbolic mediation and L2 learners: Metaphor, lexis, and narratives

WEEK 5: 9/25
Core elements of cultural-historical psychology: Internalization (imitation, private speech, usage-based approaches to language acquisition)

• Lantolf and Thorne, 2006: Chapter 6: Internalization, 2: Theoretical framework
  
• Lantolf and Thorne, 2006: Chapter 7: Internalization, 2: L2 development

Recommended Readings:

• Lantolf, J. P. (2003). Intrapersonal communication and internalization in the second language classroom. In A. Kozulin, V. S. Ageev, S. Miller, & B. Gindis, (Eds.), Vygotsky’s theory of education in cultural context,(pp. 349-370). Cambridge: Cambridge University Press. 

WEEK 6: 10/2
Core elements of cultural-historical psychology: Cultural-historical activity theory

• Lantolf and Thorne, 2006: Chapter 8, Activity theory: Theoretical framework
• Lantolf and Thorne, 2006: Chapter 9, Activity theory: L2 development
  

Recommended Readings:

• Thorne, S. L. 2000. Beyond bounded activity systems: Heterogeneous cultures in instructional uses of persistent conversation. The proceedings of the thirty-third Hawaii International Conference on Systems Science. New York: IEEE Press. PDF file
  
• Leontiev, A. A. 1981. Psychology and the language learning process. Oxford: Pergamon. PDF file
  
• Lantolf, J. P. & P. Genung. 2002. ‘I’d rather switch than fight’: An activity theoretic study of power, success and failure in a foreign language classroom. Language Acquisition and Language Socialization: Ecological Perspectives. Ed. by C. Kramsch. London: Continuum Press.
• Coughlan, P. & P. A. Duff. 1994. Same task, different activities: Analysis of a SLA task from an activity theory perspective. In Lantolf & Appel, 1994. 173-194.
• Lantolf, J. P. and A. Pavlenko. 2001. (S)econd (L)anguage (A)activity. Understanding second language learners as people. In M. Breen (ed.) Learner contributions to language learning: New directions in research. London: Longman.

WEEK 7: 10/9
Research: Language, discourse, and mediation in educational activity

• Wells, G. (2007). The mediating role of discoursing in activity. Mind, Culture, and Activity, 14(3): 160-177.
  
• Pekarek Doeher, S. (2002). Mediation revisited: The socio-interactional organization of mediation in learning environments. Mind, Culture, and Activity, 9: 22-42.

WEEK 8: 10/16
Core elements of cultural-historical psychology: Zone of Proximal Development (ZPD) and Expansive Learning

• Lantolf and Thorne, 2006: Chapter 10, The Zone of Proximal Development
  
• Kinginger, C. 2002. Defining the zone of proximal development in US foreign language education. Applied Linguistics 23: 240–61. PDF file
  
• 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. PDF file
  
• Engeström , Y. (2001). Expansive learning at work: Toward an activity theoretical reconceptualization. Journal of Education and Work, 14, 133–156. PDF file
  

Recommended Readings:

• Ohta, A. S. 2000. Re-thinking interaction in SLA: Developmentally appropriate assistance in the Zone of proximal development and the acquisition of L2 grammar. In J. P. Lantolf (Ed.), Sociocultural theory and second language learning. Oxford: OUP.
• Stetsenko, A. P. 1999. ‘Social interaction, cultural tools and the zone of proximal development: in search of a synthesis’ in S. Chaiklin, M. Hedegaard, and U. J. Jensen (eds.). Activity Theory and Social Practice: Cultural Historical Approaches (p. 235-252). Aarhus: Aarhus University Press.
• Chaiklin, S. 2003. ‘The zone of proximal development in Vygotsky’s analysis of learning and instruction’ in A. Kozulin, B. Gindis, V. Ageyev, and S. Miller (eds.). Vygotsky’s Educational Theory in Cultural Context. Cambridge: Cambridge University Press.
• Dunn, W. & J. P. Lantolf. 1998. i + 1 and the ZPD: Incommensurable constructs; incommensurable theories. discourses. Language Learning 48: 411-442.
• Aljaafreh, A. & J. P. Lantolf. 1994. Negative feedback as regulation and second language learning in the Zone of Proximal Development. The Modern Language Journal, 78/4, 465-483.

WEEK 9: 10/23
SCT pedagogy: systemic-theoretical instruction and dynamic assessment

• Lantolf and Thorne, in press: Chapter 11: Pedagogy, 1: systemic-theoretical instruction
• Lantolf and Thorne, in press: Chapter 12: Pedagogy, 2: dynamic assessment
• Thorne, S. L., Reinhardt, J., & Golombek, P. (forthcoming). Mediation as Objectification in the Development of Professional Discourse: A Corpus-Informed Curricular Innovation. In J. Lantolf & M. Poehner (eds.), Sociocultural Theory and the Teaching of Second Languages. London: Equinox. PDF file
  

• Verity, D. P. 2000. Side affects: The strategic development of professional satisfaction. In J. P. Lantolf (Ed.) Sociocultural theory and second language learning. Oxford: OUP.
• Mahn, H., & John-Steiner, V. (2002). The gift of confidence: A Vygotskian view of emotions. In G. Wells & G. Claxton (eds.), Learning for the 21st century. Oxford: Blackwell.
• Engeström, Y., Engeström, R., & Suntio, A. (2002). Can a school community learn to master its own future? An activity-theoretical study of expansive learning among middle school teachers. In G. Wells & G. Claxton (eds.), Learning for the 21st century. Oxford: Blackwell.
• Brown, K., & Cole, M. (2002). Cultural historical activity theory and the expansion of opportunities for learning after school. In G. Wells & G. Claxton (eds.), Learning for the 21st century. Oxford: Blackwell.
• Thorne, S. 2003. Artifacts and cultures-of-use in intercultural communication. Language Learning & Technology 7(2): 38-67. PDF file
  

• Thorne, S. L. 2004. Cultural historical activity theory and the object of innovation. In Oliver St. John, Kees van Esch, & Eus Schalkwijk (eds). New Insights into Foreign Language Learning and Teaching. Peter Lang Verlag, Frankfurt.(Germany). PDF file

• Wells, G. (1999). Chapter 1: The complementary contributions of Halliday and Vygotsky to a “Language-based theory of learning” in Dialogic inquiry: Toward a sociocultural practice and theory of education (p. 3-50). Cambridge University Press: Cambridge. PDF file
• van Lier, L. 2000. From input to affordance: Social-interactive learning from an ecological perspective. In J. P. Lantolf (Ed.), Sociocultural theory and second languae learning. Oxford: OUP.
• 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 contributions of Halliday and Vygotsky. London: Continuum.
  

Recommended Readings:

• Halliday, M. A. K. (1993). Towards a language-based theory of learning. Linguistics and Education, 5(2), 93-116. PDF file
• Hasan R. (manuscript) Semiotic mediation, language and society: three exotropic theories -Vygotsky, Halliday and Bernstein. PDF file
• Bernstein, B. (1999). Vertical and Horizontal Discourse: an essay. British Journal of Sociology of Education, 20(2), 157-74. PDF file

• Kramsch, C. 2000. Social discourse constructions of self in L2 learning. In J. P. Lantolf (Ed.), Sociocultural theory and second language learning. Oxford: OUP.
• Swain, M. 2000. The output hypothesis and beyond: Mediating acquisition through collaborative dialogue. In J. P. Lantolf (Ed.) Sociocultural theory and second language learning. Oxford: OUP.
• Shaffer & Clinton: toolsforthoughts. In MCA 13/4.

• Thorne, S. L. 2000b. Second language acquisition theory and the truth(s) about relativity. In J. P. Lantolf (Ed.), Sociocultural theory and second language learning. Oxford: OUP.
• Thorne, S. L. 2005. Epistemology, politics, and ethics in sociocultural theory. The Modern Language Journal, 89: 393-409. PDF file

WEEK 13: 11/27
Open week -- guest visitor/lecturer Jim Lantolf

• Ratner, C. 2004. Vygotsky's Conception of Psychological Development. In R. Rieber & D. Robinson (Eds.), The Essential Vygotsky (pp. 401-413). NY: Kluwer/Plenum. Paper available online.
• Thorne, S. L. & Lantolf, J. P. (2006). A Linguistics of Communicative Activity. In S. Makoni & A. Pennycook (eds.), (Dis)inventing and (Re)constituting Language. Clevedon: Multilingual Matters. PDF file
• Swain, M. (2006). Languaging, agency and collaboration in advanced second language proficiecy. In H. Byrnes (ed.), Advanced language learning: The contributions of Halliday and Vygotsky. London: Continuum.

WEEK 14: 12/4
Project presentations and discussion

WEEK 15: 12/11
Project presentations and discussion; course wrap-up

APLNG 584: Sociocultural Theory and Second Language Learning Coures Links

Course Description | Theory Links | SCT L2 Select Bibliography | Course Blogs

Comments or Questions? Contact Steve Thorne | The Pennsylvania State University