Sociocultural Theory and Second Language Learning: Select Bibliography

Sociocultural theory and second language learning: Select bibliography

Compiled by J. P. Lantolf, The Pennsylvania State University January 2004

Note: The bibliography is organized by topic; however, in many cases a particular item could appropriately be cross-listed under more than one topic. Cross-listings are indicated in ( ) following the entry.

I. general

Antes, T. 1996. Reaching beyond the least common denominator. In Creating opportunity for excellence through language. Selected papers from the Central States Conference, ed. by E. Spinelli, 122-135. Lincolnwood, IL: National Textbook Co.

Belyayev, B. V. 1966. The psychology of teaching foreign languages. Oxford: Pergamon.

Buckwalter, P. 2001. Repair sequences in Spanish L2 dyadic discourse: A descriptive study. MLJ, 85, 380-397.

Coughlan, P. J. 1995b. Sociocultural theory, second language discourse, and teaching: An interview with James Lantolf. Issues in Applied Linguistics, 6/2, 137-145. (also, pedagogy)

Cox, B. D. & C. Lightfoot. (eds.). Sociogenetic perspectives on internalization. Mahwah, NJ: Erlbaum.

Donato, R. 2000. Sociocultural contributions to understanding the foreign and second language classroom. In J. P. Lantolf (Ed.) Sociocultural theory and second language learning. Oxford: OUP. (Also, activity theory, private speech, ZPD)

Ellis, R. 1997. SLA Research and Language Teaching. Oxford: Oxford University Press (chapt. 9) (also, pedagogy).

Engestrom, Y. 1999. Expansive visibility of work: an activity-theoretical perspective. Computer Supported Cooperative Work, 8, 1999.

Engestrom, Y. 2001. Expansive learning at work: towards an activity theoretical reconceptualization. Journal of Education and Work, 14, 133-156.

Frawley, W. 1997. Vygotsky and cognitive science. Language and the unification of the social and computational mind. Cambridge, MA: Harvard University Press.

Grigorenko, E. L. & R. J. Sternberg. 2002. Dynamic testing. Cambridge: Cambridge University Press.

Haenen, J. 1996. Pietr Gal’perin: Psychologist in Vygotsky’s footsteps. New York: Nova Science Publishers.

Haenen, J. 2002. Outlining the teaching-learning process: Piotr Gal’perin’s contribution. Learning and Instruction 11, 151-170.

Hall, J. K. 1995c. (Re)creating our worlds with words: A sociohistorical perspective of face-to-face interaction. Applied Linguistics, 16/2, 206-232..

Hall, J. K. 1998. Researching classroom discourse and foreign language learning. Pragmatics and Language Learning vol. 9. 293-311.

Hall, J. K. 2002. Methods for teaching foreign languages. Creating communities of learners in the classroom. Engelwood Cliffs, NJ: Prentice-Hall.

Karpova, S. N. 1977. The realization of the verbal composition of speech by preschool children. Paris: Mouton.

Kasper, G. 2001. Four perspectives on L2 pragmatic development. Applied Linguistics, 22, 502-530.

Lantolf, J. P. 1994. Sociocultural theory and second language learning: Introduction to the special issue. Modern Language Journal, 78/4, 418-420.

Lantolf, J. P. 2000a. Introducing sociocultural theory. In J. P. Lantolf (Ed.) Sociocultural theory and second language learning. Oxford: Oxford University Press.

Lantolf, J. P. 2001. Sociocultural theory and second language acquisition. In R. Kaplan (ed.), Handbook of Applied Linguistics. Oxford: Oxford University Press.

Lantolf, J. P. & G. Appel. 1994a. Theoretical framework: An introduction to Vygotskian perspectives on second language research. In Lantolf & Appel, 1994. 1-32.

Lantolf, J. P. & G. Appel (eds.). 1994b. Vygotskian approaches to second language research. Norwood, NJ: Ablex.

Lantolf, J. P. and A. Pavlenko 1995. Sociocultural theory and second language acquisition. Annual Review of Applied Linguistics, 15, 108-124.

Leontiev, A. A. 1981. The psychology of language learning. Oxford: Pergamon.

Lompscher, J. 1999. Activity formation as an alternative strategy of instruction. In Engeström, Y. R. Miettinen, & R. Punamaki (eds.), Perspectives on activity theory. Cambridge: Cambridge University Press.

Lompscher, J. 2003. The category of activity as a principal constituent of cultural-historical psychology. In D. Robbins & A. Stetsenko (eds.). 2003.

Newman, D., Griffin, P. & M. Cole. 1989. The construction zone: Working for cognitive change in school. Cambridge: Cambridge University Press.

Newman, F. & L. Holzman. 1993. Lev Vygotsky: Revolutionary Scientist. London: Routledge.

Pavlenko, A. 1999. New approaches to concepts in bilingual memory. Bilingualism: Language and Cognition, 2, 209-230.

Robbins, D. 2001. Vygotsky’s psychology-philosophy. A metaphor for language theory and learning. New York: Kluwer/Plenum.

Robbins, D. 2003. Vygotsky’s and A.A. Leontiev’s semiotics and psycholinguistics. Applications for education, second language acquisition, and theories of language. Westport, CT: Praeger.

Robbins, D. & A. Stetsenko (eds.). 2002. Voices within Vygotsky’s non-classical psychology. New York: Nova Science Publishers.

Scollon, R. Mediated discourse. [The nexus of practice]. London: Routledge.

Sawyer, R. K. 2002. Unresolved tensions in sociocultural theory: Analogies with contemporary sociological debates. Culture & Psychology, 8, 283-305.

Smagorinsky, P. 2001. Rethinking protocol analysis from a cultural perspective. Annual Review of

Applied Linguistics, 21, 233-245.

Talyzina, N. F. 1981. Psychology and the learning process. Moscow: Progress Press.

Tomasello, M. 1999. The cultural origins of cognition. Cambridge, MA: Harvard University Press.

Valsiner, J. Magical phrases, human development, and psychological ontology. In Cox and Lightfoot, eds. Sociogenetic perspectives on internalization. Mahwah, NJ: Erlbaum.

Valsiner, J. & van der Veer 2000. The social mind: Construction of the idea. Cambridge: Cambridge University Press.

Wells, G. 1999. Dialogic inquiry: Towards a sociocultural practice and theory of education. Cambridge: Cambridge University Press.

Wells, G. & G. Claxton. (eds). 2002. Learning in the 21st century. Social perspectives on the future of education. Oxford: Blackwell.

Wink, J. & L.Putney. 2002. A vision of Vygotsky. Boston: Allyn and Bacon.

II. Activity Theory

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.

Gillette, B. 1994. The role of learner goals in L2 success. In Lantolf & Appel, 1994. 195-214. (also, pedagogy)

Jiménez-Jiménez, A. F. 2003. Linguistic and psychological dimensions of second language attrition during and after a study abroad experience. Ph.D. dissertation. Penn State University, University Park, PA.

Lantolf, J. P. & P. Genung. 2000. An activity theoretic perspective on second language classroom motivation. Acquisition et Interaction en Language Etrangere. April 2000. (also, pedagogy)

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.

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.

Roebuck, R. 1998. Reading and recall in L1 and L2. A sociocultural approach. Stamford, CT: Ablex. (also, pedagogy)

Roebuck, R. 2000. Subjects speak out: How learners position themselves in a psycholinguistics task. In J. P. Lantolf (Ed.) Sociocultural theory and second language learning. Oxford: OUP. (also, pedagogy)

Thorne, S. L. 1999. An activity theoretic analysis of foreign language electronic discourse. Unpublished Ph. D. dissertation. University of California, Berkeley, CA. (also pedagogy)

Thorne, S. L. 2000a. Beyond bounded activity systems: Heterogeneous cultures in instructional uses of persistent conversation. C. Herron (ed.), Proceedings of the Thirty-third annual Hawaii International Conference on System Sciences. Los Alamitos, CA: IEEE Computer Society. (also pedagogy)

Thorne, S. (in press). 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). (also pedagogy)

III. Mediation

Appel, G. & J. P. Lantolf. 1994. Speaking as mediation: A study of L1 and L2 text recall tasks. Modern Language Journal, 78/4, 437-452. (also private speech, pedagogy)

Chernigovskaya, T. V., L. J. Balonov, & V. L. Deglin. 1983. Bilingualism and brain functional assymetry. Brain and Language, 20, 195-216.

Coughlan, P. J. 1995a. Conversations with Vovo: A case study of child second language acquisition and loss. Issues in Applied Linguistics, 6/2, 123-136.

Darhower, M. 2002. Interactional features of synchronous computer-mediated communication in the intermediate L2 class: A sociocultural case study. CALICO Journal, 19, 251-277.

Donato, R. & D. McCormick.1994. A sociocultural perspective on language learning strategies: The role of mediation. Modern Language Journal, 78/4, 453-464.

Lantolf, J. P. 2000c. Second language learning as a mediated process. Language Teaching. April. (also, pedagogy)

Negueruela, E., Lantolf, J. P., S. R. Jordan, J. Gelabert. 2004. The “Private Function” of Gesture in Second Language Communicative Activity: A Study on Motion Verbs and Gesturing in English and Spanish. International Journal of Applied Linguistics. 14,

Thorne, S. L. 2003. Artifacts and cultures-of-use in intercultural communication. Language Teaching and Technology, 7, 38-67. (also, pedagogy)

Warschauer, M. 1997. Computer-mediated collaborative learning: Theory and practice. Modern Language Journal 81: 470-481.

IV. Inner Speech, Private Speech, Internalization

Bedford, E. J. W. 1985. Spontaneous playback of the second language: A descriptive study. Foreign Language Annals 18: 279-287.

Bongartz, C. & M. Schenider. 2003. Linguistic development in social contexts: A study of two brothers learning German. MLJ 87: 13-37. (language play).

Broner, M. & E. Tarone. 1999. Is it fun ? Language play in a fifth grade Spanish immersion classroom. Paper presented at the annual conference of the American Association for Applied Linguistics. Stamford, CT. March.

Centeno-Cortés, B. 2003. Private Speech in the second language classroom: Its role in internalization and its link to social production. Ph.D. dissertation. Penn State University, University Park, PA.

Cook, G. 1997. Language play and language learning. ELT Journal, 51, 224-231.

DiCamilla, F. J. & J. P. Lantolf. 1994. The linguistic analysis of private writing. Language Sciences, 16/3, 347-369.

Frawley, W. 1992. The cross-language study of private speech. First Conference for Socio-cultural Research, Symposium on Private Speech and Self-regulation. Madrid.

Frawley, W. & J. P. Lantolf. 1985. Second language discourse: a Vygotskyan perspective. Applied Linguistics, 6, 19-44. (also regulation)

Frawley, W. & J. P. Lantolf. 1986. Private speech and self-regulation: a commentary on Frauenglass and Diaz. Developmental Psychology, 22, 706-708.

de Guerrero, M. C. M. 1987. The din phenomenon: Mental rehearsal in the second language. Foreign Language Annals 20: 537-548.

de Guerrero, M. C. M. 1994. Form and functions of inner speech in adult second language learning. In Lantolf & Appel, 1994. 83-116.

de Guerrero, M.C.M. 1999. Inner speech as mental rehearsal: The case of advanced L2 learners. Issues in Applied Linguistics 10: 27-55.

Kim, Myung-Hey Huh. 1994. Vygotsky’s inner speech and ESL composing processes: A case study of two advanced ESL students. Unpublished Ph.D. dissertation, University of Missouri, Columbia, MO.

Krashen, S. D. 1983. The din in the head, input, and the language acquisition device. Foreign Language Annals 16: 41-44.

Lantolf, J. P. 1997. The function of language play in the acquisition of Spanish as a second language. In W. R. Glass & A. T. Perez-Leroux (Eds.) Contemporary perspectives on the acquisition of Spanish. Somerville, MA: Cascadilla Press.

Lantolf, J. P. 2003. Intrapersonal communication and internalization in the second language classroom. In A. Kozulin, B. Gindis, V. S. Ageyev, & S. M. Miller (eds.). Vygotsky’s educational theory in cultural context. Cambridge: Cambridge University Press.

Lantolf, J. P. & W. Frawley. 1984. Second language performance and Vygotksyan psycholinguistics: implications for L2 instruction. In The tenth LACUS Forum, 1983, ed. by A. Manning, P. Martin, and K. McCalla. 425-440. Columbia, SC: Hornbeam Press. (also, pedagogy)

Lantolf, J. P. & M.-d-C. Yañez-Prieto. 2003. Talking yourself into Spanish: Intrapersonal communication and second language learning. Hispania, 86, 97-109.

McCafferty, S. G. 1992. The use of private speech by adult second language learners: A cross-cultural study. Modern Language Journal, 76/2, 179-189.

McCafferty, S. G. 1994a. Adult second language learners' use of private speech: A review of studies. Modern Language Journal, 78/4, 421-436.

McCafferty, S. G. 1994b. The use of private speech by adult ESL learners at different levels of proficiency. In Lantolf & Appel, 1994. 117-134.

McCafferty. S. G. 1996. The use of nonberbal forms of expression in relation to L2 private speech. Papers in second language acquisition and bilingualism, vol. 14, Cornell Working Papers in Linguistics, ed. by A. Pavlenko & S. Salaberry. 97-120. Ithaca, NY: Cornell Linguistics Circle.

McCafferty, S. & Ahmed, M. 2000. The appropriation of gestures of the abstract by L2 learners. In J. P. Lantolf (Ed.), Sociocultural theory and second langauge learning. Oxford: OUP.

McQuillan, J. 1996. Reading, language acquisition and the “Din in the Head:” Involuntary mental rehearsal in the first language. ITL Review of Applied Linguistics 113: 305-320.

McQuillan, J. & V. Rodrigo. 1995. A reading “din in the head”: Evidence of involuntary mental rehearsal in second language readers. Foreign Language Annals 28: 330-336.

Murphey, T. 1990. The song stuck in my head phenomenon: A melodic din in the LAD ? System 18: 53-64.

Ohta, A. S. 2000b. Re-thinking recasts: A learner-centered examination of corrective feedback in the Japanese language classroom. In J. K. Hall and L. Verplaeste (Eds.) The construction of second and foreign language learning through classroom interaction. Mahwah, NJ: Erlbaum.

Parr, P. C. & S. Krashen. 1986. Involuntary rehearsal of second languages in beginning and advanced performers. System 14: 275-278.

Saville-Troike, M. 1988. Private speech: Evidence for second language learning strategies during the "silent" period. Journal of Child Language 15. 567-590.

Sevilla, J. M. 1996. Involuntary rehearsal of second language at the elementary level: Do elementary school children experience the din in the head ? System 24: 101-105.

Tomlinson, B. 2000. Talking to yourself: The role of the inner voice in language learning. Applied Language Learning 11: 123-154.

Ushakova, T. N. 1994. Inner speech and second language acquisition: An experimental--theoretical approach. In Lantolf & Appel, 1994. 135-156.

Zimmermann, R. & K. P. Schneider. 1987. Dialogical aspects of individual lexical search. Multilingua, 6, 113-130.

V. Regulation

Ahmed, M. K. 1994. Speaking as cognitive regulation: A Vygotskian perspective on dialogic communication. In Lantolf & Appel, 1994. 157-172.

Donato, R. & J. P. Lantolf. 1990. The dialogic origins of L2 monitoring. Pragmatics and Language Learning, 1, 83-98.

Lantolf, J. P. & M. K. Ahmed. 1989. Psycholinguistic perspectives on interlanguage variation: A Vygotskyan analysis. In Variation in second language acquisition: Psycholinguistic issues, ed. by S. Gass, C. Madden, D. Preston, L. Selinker. 93-108. Clevedon: Multilingual Matters.

Lantolf, J. P., F. J. DiCamilla, & M. Ahmed. 1997. The cognitive function of linguistic performance: Tense/Aspect use by L1 and L2 speakers. Language Sciences, 19, 153-165.

Lantolf, J. P. & W. Frawley. 1985. On communication strategies: a functional perspective. Rassegna italiana di linguistica applicata, 17, 143-157. (also private speech)

Schinke-Llano, L. 1994. Linguistic accommodation with LEP and LD Children. In Lantolf & Appel, 1994. 57-68.

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. (also, ZPD and identity)

VI. Pedagogy

Antón, M. 1999. A learner-centered classroom. Sociocultural perspectives on teacher-learner interaction in the second language classroom The Modern Language Journal 83: 303-318. (also, ZPD and prolepsis)

Antón, M. DiCamilla, F. J. & Lantolf, J. P. 2003. Sociocultural theory and the acquisition of Spanish as a second language. In B. A. Lafford & R. Salaberry (eds.), Spanish second language acquisition. State of the science. Washington, D. C.: Georgetown University Press.

Artigal, J. M. 1992. Some considerations on why a new language is acquired by being used. International Journal of Applied Linguistics, 2, 221-240. (also regulation, ZPD)

Artigal, J. M. 1994. The L2 kindergarten teacher as a territory maker. In GURT 1993. Strategic interaction and language acquisition: Theory, practice, and research, ed. by J. E. Alatis, 452-468. Washington, D.C.: Georgetown University Press. (also regulation, ZPD)

Donato, R & B. Adair-Hauck. 1992. Discourse perspectives on formal instruction. Language Awareness, 1, 73-90. (also, ZPD)

Brooks, F. B. & R. Donato. 1994. Vygotskyan approaches to understanding foreign language learner discourse during communicative tasks. Hispania, 77, 262-274.

Brooks, F. B., R. Donato, & J. V. McGlone. 1997. When are they going to say "it" right?" Understanding learner talk during pair-work activity. Foreign Language Annals, 30. 523-541.

Carpay, J. A. M. 1974. Foreign language teaching and meaningful learning. A Soviet Russian point of view. ITL. Review of Applied Lingusitics.

Ellis, R. 1997. SLA research and language teaching (chpt. 10). Oxford: Oxford University Press.

Ellis, R. 2003. Task-based language learning and teaching. (chpt. On activity theory and tasks) Oxford: Oxford University Press.

Faltis, C. 1990. Spanish for native speakers: Freirian and Vygotskian perspectives. Foreign Language Annals, 23, 117-126.

Foley, J. 1990. Task-based approaches to language learning from the learner's point of view. Language and Education, 4, 81-102.

Foley, J. 1991. A psycholinguistic framework for task-based approaches to language teaching. Applied Linguistics, 12/1, 62-75.

Gifford, C. & J. Mullaney. 1999. From rhetoric to reality: Applying the communication standards to the classroom. NECTFL Review, 46, 12-18.

Graman, T. 1988. Education for humanization: Applying Paulo Freire's pedagogy to learning a second language. Harvard Educational Review, 58, 433-448.

Hall, J. K. 1995a. "Aw, man, where you goin'?": Classroom interaction and the development of L2 interactional competence. Issues in Applied Linguistics, 6/2, 37-62. (also, scaffolding)

Hegegaard, M., P. Hakkarainen, & Y. Engeström (eds.). 1984. Learning and teaching on a scientific basis. Methodological and epistemological aspects of activity theory of learning and teaching. Aarhus Universitet. Psykologisk Institut.

Kabanova, O. Ya. 1985. The teaching of foreign languages. Instructional Science, 14, 1-47.

Kowal, M. & M. Swain. 1997. From semantic to syntactic processing: How can we promote it in the immersion classroom ? In Johnson, K. & M. Swain (eds.) Immersion education: International perspectives. Cambridge: Cambridge University Press.

Kecskes, I. & T. Papp. 2000. Foreign language and mother tongue. Mahwah, NJ: Erlbaum.

Lantolf, J. P. 1993. Sociocultural theory and the second-language classroom: The lesson of strategic interaction. In GURT 1993. Strategic interaction and second language acquisition: Theory, practice, and research, ed. by J. E. Alatis, 220-233. Washington, D.C.: Georgetown University Press.

Lantolf, J. P. 1998. Second culture acquisition: Cognitive considerations. In E. Hinkel (Ed.) Culture in teaching and learning. Cambridge: Cambridge University.

Levine, J. 1993. Learning English as an addition language in multilingual classrooms. In H. Daniels (ed.) Charting the agenda. Educational activity after Vygotsky, 190-215. London: Routledge.

Mantero, M. 2002. The reasons we speak. Cognition and discourse in the second language classroom. Westport, CT: Bergin & Garvey..

Markova, A. K. 1979. The teaching and mastery of language. White Plains, NY: Sharpe.

Negueruela, E. 2003. A sociocultural approach to teaching and researching second language: Systemic-theoretical instruction and second language development. Ph.D. Dissertation. Penn State University, University Park, PA.

Ohta, A. S. 2001. Second language acquisition processes in the classroom setting. Learning Japanese. Mahweh, NJ: Erlbaum.

Platt, E. & F. B. Brooks 1994. The acquisition-rich environment revisited. Modern Language Journal, 78/4, 497-511.

Platt, E. & S. Troudi. 1997. Mary and her teachers: A brego-speaking child's place in the mainstream classroom. Modern Language Journal, 81/1, 28-59. (also, scaffolding)

Schinke-Llano, L. 1995. Reenvisioning the second language classroom: A Vygotskian approach. In Second language acquisition theory and pedagogy, ed. by F. R. Eckman, D. Highland, P. W. Lee, J. Mileham, R. R. Weber, 21-28. Mahwah, NJ: Lawrence Erlbaum.

Sullivan, P. 2000. Playfulness as mediation in communicative language teaching in a Vietnamese classroom. In J. P. Lantolf (Ed.) Sociocultural theory and second langauge 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. (also, mediation)

Swain, M. & S. Lapkin. 1995. Problems in output and the cognitive processes they generate: A step towards second language learning. Applied Linguistics, 16,3, 371-391.

Swain, M & S. Lapkin. 1998. Interaction and second language learning: Two adolescent French immersion students working together. The Modern Language Journal 82: 320-337. (also, scaffolding & ZPD)

Thorne, S. L. 2003. Artifacts and cultures-of-use in intercultural communication. Language Teaching and Technology, 7, 38-67. (also, mediation)

Thorne, S. (in press). 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). (also activity theory)

VII. Zone of Proximal Development, Scaffolding and Prolepsis

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.

Alm-Lequeux, A. 2001. Using the internet as a zone of proximal development for teaching indirect speech: A Vygotskian approach. Die Unterrichtspraxis 34: 1-9.

Antón, M. & F. J. DiCamilla. 1998. Socio-cognitive functions of L1 collaborative interaction in the L2 classroom. The Canadian Modern Language Review 54: 314-342. (also, pedagogy)

DiCamilla, F. J. & M. Antón. 1997. The function of repetition in the collaborative discourse of L2 learners. The Canadian Modern Language Review 53: 609-633.

Donato, R. 1994. Collective scaffolding in second language learning. In Lantolf & Appel, 1994. 33-56.

Dunn, W. & J. P. Lantolf. 1998. i + 1 and the ZPD: Incommensurable constructs; incommensurable theories. discourses. Language Learning 48: 411-442.