The document discusses key concepts from sociocultural theory, including Vygotsky's zone of proximal development (ZPD), Bruner's concept of scaffolding, and theories around participation and collaborative dialogue. The ZPD refers to the distance between a learner's actual development level and their potential development when assisted by a teacher or peer. Scaffolding involves simplifying tasks and marking critical features to help students problem solve. Participation theories view learning as arising through interactions rather than direct instruction, and collaborative dialogue examines how learners provide assistance to each other.

1. Sociocultural Perspective
The zone of proximal development
Scaffolding
The participation metaphor
Collaborative dialogue

2. Sociocultural theory – key concepts
ZPD (Vygotsky – 1930s Russia)
Scaffolding (Bruner, 1970s USA)
Participation (vs. Acquisition) (Sfard)
Collaborative dialogue (Wells, Mercer, Swain, Others)

3. ZPD
Vygotsky defined the ZPD as:
“the distance between the actual developmental level as
determined by independent problem solving and the
level of potential development as determined through
problem solving under adult guidance or in collaboration
with more capable peers” (1978: 86).

4. (Gallimore & Tharp, 1990)

5. http://www.foridahoteachers.org/Images/zpd.gif

6. Using language fluently (without conscious effort)
Using language reasonably fluently (with conscious effort)
(self-regulated learner)
ZPD
Using language with assistance from teacher or peer
(other-regulated learner)
Language too difficult for learner
ZPD forms in situations; it is NOT in someone’s head

7. Scaffolding
The six features of scaffolding:
1. Recruiting interest in the task
2. Simplifying the task
3. Maintaining pursuit of the goal
4. Marking critical features and discrepancies between
what has been produced and the ideal solution
5. Controlling frustration during problem solving
6. Demonstrating idealized version

8. Participation
“learners are not wholly under the control of the teacher, [and] that
they have some freedom concerning the nature and extent of their
participation in class” (Allwright, 1980, p. 166).
Participation arises from:

Teacher, context, peers, task, previous knowledge etc

Learner contributions / interpretations / improvisations

Individual cognitive and social dynamics

Temporal / knock-on effects
task-as-plan
vs.
task-in-action

9. Student’s written output
Teacher:
Eric:
Teacher:
Eric:
Teacher:
Eric:
Teacher:
Eric:
Teacher:
Eric:
Teacher:
Eric:
Teacher:
Wy are you late to school Eric.
Ehmmh… im… went to the wrong school Yeh! thats right
Eric!!! How did you manage to go to the wrong school.
Eh… wel
Answer me!!!!!!
I lent map and my compas to a friend on that school
But you said that you did go to the wrong school
I did go to the wrong school befor I went to the other school
to pick up my map
I GIV UP
Well… let my take a look on your homework
I dident do my home work
WYE
Well… eh… becouse i… eh… my mom diddent come home last
night and I was to wory to do my homework
Oh, I GIVE UP! Well... class, the lesson is over Take a brake

10. Collaborative Dialogue
Morten:
my mom --
Tim:
W-O-R-Y <L1 we write L1>@
Tim:
didn't
Morten:
so worry
(2)
Tim:
I was too worry
Morten:
come (1) home (...) last night
Tim:
<L1 du you want to include this? L1>
Morten:
<L1 let’s only do one more L1>
well ehm --
Tim:
<L1 yes, like this L1>
Morten:
(12 second pause)
and
and I --
(1) last night
(2) and I ehm --
and I was worry
and I --
last (.) NIGHT
(..) forget --
(2)
forgot to do my homework
Morten:
and (.) I was worry?
(2)
Tim:
I was --
Tim:
Morten:
(...) too worry to do my home work
Morten:
(.) too worry to do my
homework?
ja
(1.5) <L1 how do you write L1>
worry?
too worry
Tim:
do (..) my (.) homework

11. References – Sociocultural theory
Cameron, L. (2001). Teaching languages to young learners. Cambridge, Cambridge
University Press.
Donato, R. (1994). Collective scaffolding in second language learning. Vygotskian
approaches to second language research. J. P. Lantolf and G. Appel. Norwood, NJ,
Ablex: 33-56.
Gallimore, R. & Tharp, R. (1990). Teaching mind in society (pp. 175-205). In
L. Moll (Ed.). Vygotsky and education: Instructional implications and social
applications of sociohistorical psychology. New York: Cambridge University
Press.
Mercer, N. (1995) The Guided Construction of Knowledge: talk amongst teachers and
learners. Clevedon: Multilingual Matters
Sfard, A. (1998). On Two Metaphors for Learning and the Dangers of Choosing
Just One. Educational Researcher 27: 4-13.
Vygotsky, L. S. (1978). Mind in Society: The development of higher psychological
processes. Cambridge, MA, Harvard University Press.

12. The Nassaji and Swain Paper

13. For Next Week
Read the Sue Palmer article
Read the EBL handout
Diary – identify some key entries / points
Reflect on what you might want to look into during
the EBL phase