James P. Lantolf is the Greer Professor in Language Acquisition and Applied Linguistics at The Pennsylvania State University, USA. He is Director of the Center for Language Acquisition and was co-editor of Applied Linguistics and founding editor of the journal Language and Sociocultural Theory. He is Changjiang Scholar in Applied Linguistics in the School of Foreign Studies at Xi’an JiaoTong University, China. Matthew E. Poehner is Associate Professor of World Languages Education and Applied Linguistics at The Pennsylvania State University, USA. He is currently Associate Editor of Language and Sociocultural Theory.Merrill Swain is Professor Emerita at the Ontario Institute for Studies in Education at the University of Toronto, Canada. She was President of the American Association for Applied Linguistics (AAAL) and Vice President of the International Association of Applied Linguistics (AILA), and received an honorary doctorate from the University of Vaasa in Finland.

• Introduction James P. Lantolf, Matthew E. Poehner, and Merrill Swain PART ISociocultural Theory Concepts and Principles Mediation and Internalization: Conceptual Analysis and Practical ApplicationsAlex Kozulin Zones of Proximal Development: Mundane and MagicalLois Holzman Essential Aspects of Vygotsky’s Theoretical Framework and Methodological Approach Revealed in His Analysis of Unit(ies)Holbrook Mahn Vygotsky on the Consciousness and the Application to Second Language DevelopmentSteven G. McCafferty Understanding Development Through the Perezhivanie of Learning Nikolai Veresov and Nelson Mok Acquisition of Scientific Concepts as the Content of School InstructionYuriy Karpov PART II Second Languages, the Brain, and Thinking Neuropsychology of BilingualismMónica Rosselli and Alfredo Ardila Inner Speech and Its Impact on Teaching and LearningAnke Werani Private and Inner Speech in L2 Learning: The Impact of Vygotskyan Sociocultural TheoryMaría C. M. de Guerrero Gesture as a Window Onto Conceptualization in Second Language Acquisition:A Vygotskian PerspectiveGale Stam PART IIIConcept-Based Instruction Concept-Based Instruction: Investigating the Role of Conscious Conceptual Manipulation in L2 DevelopmentPróspero García Concept-Based Instruction of Chinese as a Second LanguageJie Zhang and Xian Zhang Concept-Based Pragmatics Instruction: Principles and Applications Rémi A. van Compernolle Mediated Development: Promoting Learner Internalization of L2 Concepts through Cognitive-Process Focused ActivitiesPaolo Infante PART IVDynamic Assessment Probing and Provoking L2 Development: The Object of Mediation in Dynamic Assessment and Mediated DevelopmentMatthew E. Poehner Understanding Learner L2 Development Through ReciprocityRumia Ableeva Mediator and Learner Engagement in Co-Regulated Inter-Psychological ActivityKristin J. Davin Employing Dynamic Assessment to Enhance Agency Among L2 LearnersTziona Levi and Matthew E. Poehner Dynamic Diagnosis of Second Language AbilitiesMarta Antón Dynamic Assessment of Children Learning a Second Language Elizabeth D. Peña and Kai J. Greene PART V Literacy and Content-Based Language Teaching Understanding L2 Writers "At-Risk": A Socio-Cultural PerspectiveRobert Kohls English for Specific Purposes: Engineers Learning How to Mean in EnglishPenny Kinnear A Sociocultural Approach to Second Language Literacy PedagogyKimberly Buescher PART VISociocultural Theory and Technology Collaborative Activity in the Digital WorldGabriela Adela Ganem-Gutiérrez Exploring the Interdisciplinary Synergy Between Sociocultural Theory and Intelligent Computer-Assisted Language LearningHaiyang Ai and Xiaofei Lu The Integration of ELF and Sociocultural Theory via Network-Based Language Teaching: Best Practices for the English ClassroomEnrico Grazzi PART VITeacher Education Making L2 Teacher Education Matter Through Vygotskian-Inspired Pedagogy and ResearchKaren E. Johnson and Paula R. Golombek History-in-Person: Ontogenesis and the Professional Formation of Language TeachersRichard Donato and Kristin J. Davin Gesture as a Mediational Tool in the L2 classroomTetyana Smotrova Concept-Based Instruction in Teacher Education Programs in Spain as Illustrated by the SCOBA-Mediated Barcelona Formative Model: Helping Teachers to Become Transformative PractitionersOlga Esteve Ruesca Applying Sociocultural Theory to Prepare Teachers to Work with Culturally and Linguistically Diverse Students and FamiliesAna Christina da Silva Iddings PART VIISociocultural Theory and Social Change Sociocultural Theory as Everyday Practice: The Challenge of PK-12 Teacher Preparation for Multilingual and Multicultural LearnersAnnela Teemant Inclusion, "Defectology," and Second Language LearnersPeter Smagorinsky Trends Within Sociocultural Theory, and the Utility of "Cultural Capital" for SCTCarl Ratner

"This volume is a landmark. Lantolf, Poehner, Swain and colleagues are on the cutting edge of SLA research, and their rich treatment of sociocultural theory in all its dimensions will push the area light years ahead."Dwight Atkinson, University of Arizona, USA