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Mediated language classrooms: theory and practice.

Article Excerpt
Abstract

This investigation addresses the implementation of sociocultural theory in second language classrooms as a means with which to foster and facilitate second language acquisition and cognitive development (Vygotsky, 1978). Concepts central to the successful realization of sociocultural theory in the language classroom (scaffolding, zone of proximal development, zone of actual development) are discussed and clarified for instructors and students. The true purpose of socioculturally sensitive pedagogy, the development of cognition and discourse, is presented as the first step in implementing sociocultural theory (Lantolf, 2000). Suggestions for classroom teachers are given so they can become aware of their own theoretical beliefs in relation to their classroom practices and methods of assessment.

Introduction

As the fields of language education (LE) and second language acquisition (SLA) continue to evolve and embrace new approaches and theories, it becomes essential that those involved in LE take the theories to task in order to clarify their applicability and pedagogy in the language classroom. The purpose of this analysis is to further explore the cognitive and sociocultural perspectives that compromise foundations for contemporary language classrooms (Bloom, 1956; Piaget & Inhelder, 1969; Vygotsky ,1978; Luria, 1981; Slobin 1986; Wertsch, 1991; Brooks & Donato, 1994; Wells, 1999; Lantolf, 2000). Both of these perspectives have fallen under the general shelter of sociocultural theory. Sociocultural theory has given rise to the practice of scaffolding by language educators where language, as will be demonstrated later, is to be used as a tool that shapes and assists individual learning (Volosinov, 1973; Bakhtin, 1981;Donato, 1994). However, the current view of scaffolding that has been observed in language classrooms has more in common with Behaviorist views of SLA than with sociocultural understanding (Skinner, 1957; Mantero,2002a, 2002b). Wiggins's (1990) concept of authentic assessment along with Tharp and Gallimore's (1988) view of the activity setting are presented as helpful concepts if teachers and students are to fully benefit from the work of sociocultural theorists and scholars.

Review of Theoretical Framework

The object, from a pragmatic viewpoint, of sociocultural theory is tool-mediated, goal-directed action (Lantolf & Appel, 1996). When placed in the second language classroom, this pragmatic goal often becomes overshadowed by lexical-linking and pseudo-scaffolded dialogues where language fails to become a tool for cognitive development that assists in mediating the human mind because the lesson or class is only input-based rather than process-oriented (Vygotsky, 1978; Krashen, 1982; Hall, 1995a, 1995b). As Vygotsky (1978) explains, "The tool's function is to serve as the conductor of human influence on the object of activity; it is externally oriented; it must lead...

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