Posts Tagged: sociocultural theory

Knowledge is socially and culturally constructed


Last weekend I participated in the AARE workshop “The Utility of theories in Educational Research” held in Charles Sturt University, Bathrust. After a bit of travel hassle  I arrived in Bathrust just in time to participate in the introductory session. Joanne Orlando,

Knowledge is socially and culturally constructed


Last weekend I participated in the AARE workshop “The Utility of theories in Educational Research” held in Charles Sturt University, Bathrust. After a bit of travel hassle  I arrived in Bathrust just in time to participate in the introductory session. Joanne Orlando,

Cultural- Historical perspectives on teacher education development


A book that I am reading now is Cultural- Historical perspectives on teacher education development. What I can say after reading the preface and a couple of chapters is that Cultural-historical Perspectives on Teacher Education and Development is an outstanding

Cultural- Historical perspectives on teacher education development


A book that I am reading now is Cultural- Historical perspectives on teacher education development. What I can say after reading the preface and a couple of chapters is that Cultural-historical Perspectives on Teacher Education and Development is an outstanding

What does sociocultural theory offer L2 teacher education?


This week I have focused my readings and thoughts on this question: What does sociocultural theory offer L2 teacher education?

Of course, the answer is not simple, this question includes two major topics: first L2 teacher education and second, sociocultural theory. Here I am trying to organize my thoughts with more questions: what is language? what is teaching? what is teacher learning?what is the link between teacher learning and student learning? Does sociocultural theory give an account for the cognitive and social dimensions of learning? How do you analyse learning with a sociocultural perspective? What’s the difference of emphasis btweeen sociocultural theory and activity theory?

What does sociocultural theory offer L2 teacher education?


This week I have focused my readings and thoughts on this question: What does sociocultural theory offer L2 teacher education?

Of course, the answer is not simple, this question includes two major topics: first L2 teacher education and second, sociocultural theory. Here I am trying to organize my thoughts with more questions: what is language? what is teaching? what is teacher learning?what is the link between teacher learning and student learning? Does sociocultural theory give an account for the cognitive and social dimensions of learning? How do you analyse learning with a sociocultural perspective? What’s the difference of emphasis btweeen sociocultural theory and activity theory?

Second language teacher education: a sociocultural perspective


The following is a review of one book which has inspired my own research and reflections towards L2 teacher learning, L2 student learning and all the complexities of the L2 teacher education enterprise.

Johnson, K. E. (2009). Second language teacher education : a sociocultural perspective. New York: Routledge.

This book gives us a comprehensive view of the epistemological underpinnings of sociocultural theory in the field of second language teacher education. Second language teacher education : a sociocultural perspective provides the reader with an understanding of L2 teaching, L2 learning and teacher professional development. This text fills in a gap in the literature of second language teacher education contributing to the understanding of teacher learning and L2 teacher education. The reading of this book is pleasant and thought provoking. It makes you reflect on L2 teacher education connecting the cognitive and social dimensions of such a complex activity.

Second language teacher education: a sociocultural perspective


The following is a review of one book which has inspired my own research and reflections towards L2 teacher learning, L2 student learning and all the complexities of the L2 teacher education enterprise.

Johnson, K. E. (2009). Second language teacher education : a sociocultural perspective. New York: Routledge.

This book gives us a comprehensive view of the epistemological underpinnings of sociocultural theory in the field of second language teacher education. Second language teacher education : a sociocultural perspective provides the reader with an understanding of L2 teaching, L2 learning and teacher professional development. This text fills in a gap in the literature of second language teacher education contributing to the understanding of teacher learning and L2 teacher education. The reading of this book is pleasant and thought provoking. It makes you reflect on L2 teacher education connecting the cognitive and social dimensions of such a complex activity.

The activity of learning cognitions about language teaching and learning in Chile


The research explores the activity of learning cognitions for English as foreign language (EFL) pre-service teachers, i.e., what teachers think, know and believe (Borg, 2006), about teaching and learning English in Chile.

This study will analyse how student teachers construct their cognitions from a sociocultural perspective. As stated by Johnson (2009) “From a sociocultural perspective, teacher cognition originates in and is fundamentally shaped by the specific social activities in which teachers engage.”(p. 17). This lens will enable us to understand the complex dynamics between student teacher and the social situations he/she is engaged to in the construction of his/her own cognitions about language teaching and learning.

The activity of learning cognitions about language teaching and learning in Chile


The research explores the activity of learning cognitions for English as foreign language (EFL) pre-service teachers, i.e., what teachers think, know and believe (Borg, 2006), about teaching and learning English in Chile.

This study will analyse how student teachers construct their cognitions from a sociocultural perspective. As stated by Johnson (2009) “From a sociocultural perspective, teacher cognition originates in and is fundamentally shaped by the specific social activities in which teachers engage.”(p. 17). This lens will enable us to understand the complex dynamics between student teacher and the social situations he/she is engaged to in the construction of his/her own cognitions about language teaching and learning.