The document discusses key concepts from sociocultural theory, including: 1. The zone of proximal development (ZPD), which refers to the distance between what a learner can do independently and what they can do with guidance. It is situated within social interactions, not just in the individual's mind. 2. Scaffolding, which involves simplifying tasks, controlling frustration, and demonstrating solutions to guide learners within their ZPD. 3. The participation metaphor, which views learning as occurring through social participation rather than just acquisition of knowledge. Learners have agency and are influenced by social and contextual factors. 4. Collaborative dialogue, where learners co-construct understanding through discussion

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. Language too difficult for learner
Using language with assistance from teacher or peer
(other-regulated learner)
Using language reasonably fluently (with conscious effort)
(self-regulated learner)
ZPD
Using language fluently (without conscious effort)
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
task-as-plan vs. task-in-action
“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

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

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