![Sociocultural theory and sla
Definitions of learning: A process “whereby more experienced participants in a culture bring the ‘intellectual tools of society’ […] within the reach of less experienced members.” Norton adn Toohey, 2001](https://image.slidesharecdn.com/sociocultural-141029150727-conversion-gate02/75/Sociocultural-theory-and-SLA-13-2048.jpg)
![Communities of practice
An aggregate of people who come together around mutual engagement in an endeavor […] it is defined by its membership and by the practice in which the membership engages. Eckhert and McConnell-Ginet, cited by Mitchell and Myles, 2004, p. 241.](https://image.slidesharecdn.com/sociocultural-141029150727-conversion-gate02/75/Sociocultural-theory-and-SLA-16-2048.jpg)
Uploaded byCarlos Mayora
Sociocultural theory and SLA
This document defines key concepts in sociocultural theory and its application to second language acquisition (SLA). It discusses culture, community, identity, and how learning occurs through participation in communities of practice. Sociocultural theory views SLA as a social process influenced by cultural and historical contexts. Implications include better understanding power dynamics and reconceptualizing good language learners as agents who invest in language. Limitations include little research in foreign language contexts versus immigrant contexts.
In this document
Powered by AI
Introduction to the seminar and key concepts: Culture, Community, and Identity.
Definition and significance of Culture as beliefs and practices binding communities.
Definitions of Community relating to shared interests, location, and group associations.
Clarification of Identity as uniqueness shaped by qualities and beliefs.
Overview of Sociocultural Theory highlighting its origins, learning definitions, and social interactions.
Definition and types of participation in Communities of Practice: transactional, peripheral, active, and core.
Exploration of Identity in Second Language Acquisition, focusing on agency, decisions, and social capital.
Discussion on local contexts and practices that influence L2 learning and access to linguistic resources.
Understanding power, social inequities, and frameworks for technology-mediated language teaching.
Critique of sociocultural research focusing on limitations in foreign language contexts.
Invitation for audience feedback and comments.
List of academic references used in the presentation.
More Related Content
Similar to Sociocultural theory and SLA
Sociocultural theory and SLA
- 1. SLA and socio-culturaltheories: extension Facultad de Humanidades Escuela de Ciencias del Lenguaje Seminario de Lingüística Aplicada Prof. Carlos Mayora Octubre 2014
- 2. introduction How wouldyou define these concepts: Culture? Community? Identity?
- 3.
- 4. Culture •the beliefs,customs, arts, etc., of a particular society, group, place, or time •a particular society that has its own beliefs, ways of life, art, etc.. •a way of thinking, behaving, or working that exists in a place or organization (such as a business). From Merriam-Webster online dictionary
- 5. Culture …the “glue”that binds a group of people together. …different underlying values, attitudes, and beliefs about what is considered “good” behavior and action. Software of the mind. Finkbeiner, 2008, p.p. 131-132
- 6.
- 7. community •a groupof people who live in the same area (such as a city, town, or neighborhood) •a group of people who have the same interests, religion, race, etc. •a group of nations (i.e.: the European Community). From Merriam-Webster online dictionary
- 8.
- 9. identity •who someoneis. •the qualities, beliefs, etc., that make a particular person different from others From Merriam-Webster online dictionary
- 10.
- 11. Sociocultural theory andsla General characteristics: •It draws on Vygotsky and Bakhtin. •Places greater importance on interaction, not from a psycholinguistic perspective, but from a social perspective. •Focuses on the importance of context, understood as the interplay of cultural influences and meaning derived from groups
- 12. Sociocultural theory andsla Social nature of learning Sociocultural view of SLA Social nature of language Vygotsky Bakhtin
- 13. Sociocultural theory andsla Definitions of learning: A process “whereby more experienced participants in a culture bring the ‘intellectual tools of society’ […] within the reach of less experienced members.” Norton adn Toohey, 2001
- 14. Sociocultural theory andsla Definitions of learning: Learning is socially situated and it involves increasing participation in communities of practice… Mitchell and Myles, 2004
- 15. Sociocultural theory andsla Definitions of learning: …the social processes that support learner’s appropriation of the kind of cultural repertoire that make membership into a group possible. Ortega, 2009
- 16. Communities of practice An aggregate of people who come together around mutual engagement in an endeavor […] it is defined by its membership and by the practice in which the membership engages. Eckhert and McConnell-Ginet, cited by Mitchell and Myles, 2004, p. 241.
- 17. Access and participationin CP Transactional participation: outsiders that occasionally interact with the community Peripheral participation: observant of the community with little access. They rarely make significant contributions Active participation: participants who actively engage in the practices of the community Core participation: Leaders of the community. Critical roles.
- 18. Identity theory inSLA Western culture Latin-America Colombia Cali Neighborhood
- 19.
- 20.
- 21. Identity theory inSLA Identity Agency Decisions to accept or reject an assigned position Activities (or lack thereof) to get access Investment Use of “social” capital. Engagement to create access to the networks within the community
- 22. How does allthat add up? From this perspective, learners of English participate in particular, local contexts in which specific practices create possibilities for them to learn English. Norton and Toohey, 2001, p. 311
- 23. How does allthat add up? L2 learning is not seen… as a gradual and neutral process of internalizing the rules, structures, and vocabulary of a standard language; rather, learners are seen to appropriate the utterances of others in particular historical and cultural practices, situated in particular communities. Thus, researchers need to pay close attention to how communities and their practices are structured in order to examine how this structuring facilitates or constrains learners’ access to the linguistic resources of their communities. Norton and Toohey, 2001, p. 312
- 24. Implications •A betterunderstanding of power relations, social inequities, political influences and cultural stereotyping as related to SLA. •A reconceptualization of the “GLL” (those who exert agency and decide to invest).
- 25. Implications •A frameworkfor the study, design and implementation of technology-mediated language teaching. •Integration of the view of “language as ideology”.
- 26. limitations •A greatdeal of research in sociocultural theory has been carried out in SL contexts (immigrants, international students, etc.) •Little evidence of the concepts in FL contexts were access to participation might be influence by different environmental effects. •Criticism on the qualitative and relative nature of the studies as opposed to the traditional, positivistic predominant paradigms.
- 27.
- 28. references •Finkbeiner, C.(2008). Culture and good language learners. In Griffiths, C. (editor) Lessons from good language learners (pp. 131-141). Cambridge: CUP. •Mitchell, R. & Myles, F. (2004) Second language learning theories (second edition). London: Hodder Arnold. •Norton, B. and Toohey, K. (2001). Changing perspectives on good language learners. TESOL Quarterly, 35,2: 307-322. •Ortega, L. (2009). Understanding second language acquisition. London: Hodder education.