Sociocultural Theory

James P. Lantolf is Greer professor emeritus in applied linguistics at Pennsylvania State University.Matthew E. Poehner is professor of applied linguistics and education at Pennsylvania State University.

• Introduction: Sociocultural Theory: Creating Conditions for L2 DevelopmentJames P. Lantolf and Matthew E. PoehnerPart I: PedagogyConcept-Based Language Instruction (C-BLI)1. Explaining Spanish Verbal Mood as a Matter of DominionElizabeth E. M. Kissling, Loretta Fernández, Kasie Hoagland, James P. Lantolf, Paul Toth, and Katie Schroeder 2. Enhancing Sociopragmatic Understanding in Heritage Language Learners through Concept-Based Language Instruction: A case Study of Thanking in JapaneseRie Tsujihara3. Mediated Development: Creating Conceptual Bridges in the Language CurriculumPaolo Infante and Matthew E. Poehner4. Engaging with Concepts in Second Language Classrooms: Theoretical, Pedagogical, and Research FrontiersEduardo Negueruela-Azarola      Perezhivanie5. Promoting Learner Emotional Awareness and Emotional Regulation through DramaEnrico Grazzi6. Exploring the Influence of Social Situation of Development on L2 Academic Writing: A Case Study of an Undergraduate Student's Developmental TrajectoryGabriele de Oliveira Neri da Silva and Marilia FerreiraPart II: ZPD-Focused Activity and Dynamic Assessment7. Rethinking L2 Oral Proficiency: OPI-DA as a Dynamic Framework for Oral Proficiency InterviewingJie Zhang, Tianyu Qin, and Matthew E. Poehner 8. Creating a Positive Learning Cycle through a Tripartite Model of Learner-Centred Designs in L2 Computerized Dynamic AssessmentCan Jin and Yongcan Liu9. Dynamic Assessment and ZPD-Informed Enrichment for L2 Academic Writing DevelopmentLu Yu, Matthew E. Poehner, and Zhaoyu Wang10. Conceptualizing the Potential Role of Translanguaging in Mediated Development: A Case Study of an EFL University Student's Academic English WritingYu-Ting Kao11. Creating Affordances through a Division-of-Labour Pedagogy for Literacy DevelopmentKimberley Buescher Urbanski12. The Dialects of Playing-Learning in L2 DevelopmentRémi A. van Compernolle, Nuria Ballesteros Soria, Michael DeSalvo, and Eric JohnsonPart III: Teacher Education13. "Something very heavy:" When the Social Situation of Development Becomes Consumed by Affect in Learning-to-TeachMichael Amory and Karen E. Johnson14. Mediating Development of STEM Faculty as Student L2 Developers: Redefining Engagement and Learning in English-Medium Instruction through Collaborative Vygotskian PraxisJacob Rieker, Meredith Doran, and Yen-Shen "Tony" Chen15. "It's not just words for me:" Developing Teacher Understanding of the Teaching-Learning Process through Pedagogical and Scientific Concepts and MultimodalityVictoria Kareva and Dmitri Leontjev16. Promoting Expansive Learning in School Settings: Towards Teacher Collective Self-Mediated Professional DevelopmentOlga Esteve and Francesc Fernández17. Pedagogical Coaching as a Catalyst for Critical Sociocultural Teacher TransformationAnnela Teemant, Brandon J. Sherman, Cesur Dagli, and Serena Tyra   Index