Skip to main content
SpringerLink
Log in

Sociocultural Theory and Teacher Cognition

  • Chapter
  • First Online:
Book cover Language Teacher Cognition

  • 993 Accesses

Abstract

This chapter reviews the theoretical underpinnings of research in teacher cognition and education and highlights the contribution of sociocultural perspective in understanding what teachers know, believe and think in classroom practice. Specifically, this chapter offers an up-to-date overview of research in language teacher cognition by comparing and contrasting different theoretical perspective of teacher cognition, such as cognitive perspective, interactional perspective and discursive psychological perspective. Key constructs of sociocultural theory, such as mediation, zone of proximal development and internalisation, are briefly introduced and discussed in order to justify the appropriateness of sociocultural theoretical perspective towards teacher cognition research.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 79.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Hardcover Book
USD 99.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  • Aljaafreh, A., & Lantolf, J. P. (1994). Negative feedback as regulation and second language learning in the zone of proximal development. The Modern Language Journal, 78(4), 465–483.

    Article  Google Scholar 

  • Andrews, S. (1999). Why do L2 teachers need to ‘know about language’? Teacher metalinguistic awareness and input for learning. Language and Education, 13(3), 161–177.

    Article  Google Scholar 

  • Andrews, S. (2003). ‘Just like instant noodles’: L2 teachers and their beliefs about grammar pedagogy. Teachers and Teaching, 9(4), 351–375.

    Article  Google Scholar 

  • Andrews, S., & McNeil, A. (2005). Knowledge about language and the ‘good language teacher’. In N. Bartels (Ed.), Applied linguistics and language teacher education (pp. 159–178). New York: Springer.

    Chapter  Google Scholar 

  • Argyris, C., & Schön, D. A. (1974). Theory in practice: Increasing professional effectiveness. San Francisco, CA: Jossey-Bass.

    Google Scholar 

  • Barcelos, A. M. F. (2016). Student teachers’ beliefs and motivation, and the shaping of their professional identities. In P. Kalaja, A. M. F. Barcelos, M. Aro, & M. Ruohotie-Lyhty (Eds.), Beliefs, agency and identity in foreign language learning and teaching (pp. 71–96). Palgrave Macmillan.

    Google Scholar 

  • Barnard, R., & Burns, A. (Eds.). (2012). Researching language teacher cognition and practice: International case studies. Clevedon: Multilingual Matters.

    Google Scholar 

  • Barwell, R. (2003). Discursive psychology and mathematics education: Possibilities and challenges. Zentralblatt f¨ur Didaktik der Mathematik, 35(5), 201–207.

    Article  Google Scholar 

  • Basturkmen, H., Loewen, S., & Ellis, R. (2004). Teachers’ stated beliefs about incidental focus on form and their classroom practices. Applied Linguistics, 25(2), 243–272. https://doi.org/10.1093/applin/25.2.243

    Article  Google Scholar 

  • Borg, S. (2003b). Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do. Language Teaching, 36(2), 81–109.

    Article  Google Scholar 

  • Borg, S. (2006). Teacher cognition and language education: Research and practice. London: Continuum.

    Google Scholar 

  • Borg, S. (2013). Teacher research in language teaching: A critical analysis. Cambridge: Cambridge University Press.

    Google Scholar 

  • Borg, S. (2019). Language teacher cognition: Perspectives and debates. In X. Gao (Ed.), Second handbook of English language teaching (Springer International Handbooks of Education). Cham: Springer. https://doi.org/10.1007/978-3-319-58542-0_59-2

    Google Scholar 

  • Breen, M. P., Hird, B., Milton, M., Oliver, R., & Thwaite, A. (2001). Making sense of language teaching: Teachers’ principles and classroom practices. Applied Linguistics, 22(4), 470–501.

    Article  Google Scholar 

  • Bullough, J. R. V., Knowles, J. G., & Grow, N. A. (1992). Emerging as a teacher. London: Routledge.

    Google Scholar 

  • Burns, A., & Knox, J. (2005). Realisation(s): Systemic-functional linguistics and the language classroom. In N. Bartels (Ed.), Applied linguistics and language teacher education (pp. 235–259). New York: Springer.

    Chapter  Google Scholar 

  • Calderhead, J. (1996). Teachers: Beliefs and knowledge. In D. C. Berliner & R. C. Calfee (Eds.), Handbook of educational psychology (pp. 709–725). New York: Macmillan.

    Google Scholar 

  • Clark, C. M., & Peterson, P. L. (1986). Teachers’ thought processes. In M. C. Wittrock (Ed.), Handbook of research on teaching (3rd ed., pp. 255–296). New York: Macmillan.

    Google Scholar 

  • Clark, C. M., & Yinger, R. (1987). Teacher planning. In J. Calderhead (Ed.), Exploring teachers’ thinking (pp. 84–103). London: Cassell Publications.

    Google Scholar 

  • Cross, R. (2010). Language teaching as sociocultural activity: Rethinking language teacher practice. Modern Language Journal, 94, 434–452.

    Article  Google Scholar 

  • Davis, A. (2003). Teachers’ and students’ beliefs regarding aspects of language learning. Evaluation and Research in Education, 17(4), 207–222.

    Article  Google Scholar 

  • Donaghue, H. (2003). An instrument to elicit teachers’ beliefs and assumptions. ELT Journal, 57(4), 344–351.

    Article  Google Scholar 

  • Edwards, D., & Potter, J. (1992). Discursive psychology. London: Sage.

    Google Scholar 

  • Eisenhart, M. A., Shrum, J. L., Harding, J. R., & Cuthbert, A. M. (1988). Teacher beliefs: Definitions, findings and directions. Educational Policy, 2(1), 51–70.

    Article  Google Scholar 

  • Farrell, T. S. C. (2015). It’s not who you are! It’s how you teach! Critical competencies associated with effective teaching. RELC Journal, 46(1), 79–88. https://doi.org/10.1177/0033688214568096

    Article  Google Scholar 

  • Farrell, T. S. C., & Ives, J. (2015). Exploring teacher beliefs and classroom practices through reflective practice. Language Teaching Research, 19(5), 594–610.

    Article  Google Scholar 

  • Foss, D. H., & Kleinsasser, R. C. (1996). Preservice elementary teachers’ views of pedagogical and mathematical content knowledge. Teaching and Teacher Education, 12(4), 429–442.

    Article  Google Scholar 

  • Freeman, D., & Richards, J. (Eds.). (1996). Teacher learning in language teaching. Cambridge: Cambridge University Press.

    Google Scholar 

  • Gatbonton, E. (2008). Looking beyond teachers’ classroom behaviour: Novice and experienced ESL teachers’ pedagogical knowledge. Language Teaching Research, 12(2), 161–182.

    Article  Google Scholar 

  • Golombek, P. R., & Doran, M. (2014). Unifying cognition, emotion, and activity in language teacher professional development. Teaching and Teacher Education, 39, 102–111. https://doi.org/10.1016/j.tate.2014.01.002

    Article  Google Scholar 

  • Gray, J., & Morton, T. (2018). Social interaction and teacher identity. Edinburgh University Press.

    Google Scholar 

  • Harré, R., & Gillett, G. (1994). The discursive mind. London: Sage.

    Google Scholar 

  • Horwitz, E. K. (1985). Using student beliefs about language learning and teaching in the foreign language methods course. Foreign Language Annals, 18, 333–340.

    Article  Google Scholar 

  • Hutchby, I., & Wooffitt, R. (2008). Conversation analysis (2nd ed.). Cambridge: Polity Press.

    Google Scholar 

  • Johnson, K. E. (1992). The relationship between teachers’ beliefs and practices during literacy instruction for non-native speakers of English. Journal of Reading Behavior, 24(1), 83–108.

    Article  Google Scholar 

  • Johnson, K. E. (2006). The sociocultural turn and its challenges for L2 teacher education. TESOL Quarterly, 40(1), 235–257.

    Article  Google Scholar 

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

    Book  Google Scholar 

  • Johnson, K. E., & Golombek, P. R. (Eds.). (2002). Teachers’ narrative inquiry as professional development. New York: Cambridge University Press.

    Google Scholar 

  • Kalaja, P., Barcelos, A. M. F., Aro, M., & Ruohotie-Lyhty, M. (2016). Beliefs, agency and identity in foreign language learning and teaching. Palgrave Macmillan.

    Google Scholar 

  • Kubanyiova, M. (2012). Teacher development in action: Understanding language teachers’ conceptual change. Basingstoke: Palgrave Macmillan.

    Book  Google Scholar 

  • Kubanyiova, M., & Feryok, A. (2015). Language teacher cognition in applied linguistics research: Revisiting the territory, redrawing the boundaries, reclaiming the relevance. The Modern Language Journal, 99(3), 435–449.

    Article  Google Scholar 

  • Kumaravadivelu, B. (1994). The postmethod condition: (E)merging strategies for second/foreign language teaching. TESOL Quarterly, 28(1), 27–48.

    Article  Google Scholar 

  • Lamb, M. (1995). The consequences of inset. ELT Journal, 49(1), 72–80.

    Article  Google Scholar 

  • Lantolf, J. P. (2000a). Second language learning as a mediated process. Language Teaching, 33, 79–86.

    Article  Google Scholar 

  • Lantolf, J. P. (2004). Sociocultural theory and second and foreign language learning: An overview of sociocultural theory. In K. van Esch & O. S. John (Eds.), New insights into foreign language learning and teaching (pp. 13–34). Frankfurt am Main: Peter Lang.

    Google Scholar 

  • Lantolf, J. P. (2006). Sociocultural theory and second language learning: State of the art. Studies in Second Language Acquisition, 28, 67–109.

    Article  Google Scholar 

  • Lantolf, J. P., & Beckett, T. (2009). Research timeline for sociocultural theory and second language acquisition. Language Teaching, 42(4), 459–475.

    Article  Google Scholar 

  • Lantolf, J. P., & Johnson, K. E. (2007). Extending Firth & Wagner’s ontological perspective to L2 classroom praxis and teacher education. The Modern Language Journal, 91, 875–890.

    Article  Google Scholar 

  • Lantolf, J. P., & Thorne, L. (2006). Sociocultural theory and the genesis of second language development. Oxford University Press.

    Google Scholar 

  • Lave, J. (1988). Cognition in practice: Mind, mathematics and culture in everyday life. Cambridge: Cambridge University Press.

    Book  Google Scholar 

  • Lave, J., & Wenger, E. (1991). Situated learning. Legitimate peripheral participation. Cambridge: Cambridge University Press.

    Book  Google Scholar 

  • Li, L. (2008). EFL teachers’ beliefs about ICT integration in Chinese secondary schools. Unpublished doctoral thesis, Queen’s University, Belfast.

    Google Scholar 

  • Li, L. (2011). Obstacles and opportunities for developing thinking through interaction in language classrooms. Thinking Skills and Creativity, 6(3), 146–158.

    Article  Google Scholar 

  • Li, L. (2012). Belief construction and development: Two tales of non-native English speaking student teachers in a TESOL programme. Novitas-ROYAL (Research on Youth and Language), 6(1), 33–58.

    Google Scholar 

  • Li, L. (2013). The complexity of language teachers’ beliefs and practice: One EFL teacher’s theories. Language Learning Journal, 41(2), 175–191.

    Article  Google Scholar 

  • Li, L. (2014). Understanding language teachers’ practice with educational technology: A case from China. System, 46, 105–119.

    Article  Google Scholar 

  • Li, L. (2017a). Social interaction and teacher cognition. Edinburgh University Press.

    Google Scholar 

  • Li, L., & Walsh, S. (2011a). ‘Seeing is believing’: Looking at EFL teachers’ beliefs through classroom interaction. Classroom Discourse, 2(1), 39–57.

    Article  Google Scholar 

  • Mangubhai, F., Marland, P., Dashwood, A., & Son, J.-B. (2004). Teaching a foreign language: One teacher’s practical theory. Teaching and Teacher Education, 20(3), 291–311.

    Article  Google Scholar 

  • McCafferty, S. G. (2004). Space for cognition: Gesture and second language learning. International Journal of Applied Linguistics, 14, 148–165.

    Article  Google Scholar 

  • McNeill, D. (2000). Growth points, catchments, and contexts. Japanese Journal of Cognitive Science (Special issue on gesture, S. Kita, Ed.), 7, 22–36.

    Google Scholar 

  • Morton, T. (2012). Classroom talk, conceptual change and teacher reflection in bilingual science teaching. Teaching and Teacher Education, 28(1), 101–110.

    Article  Google Scholar 

  • Morton, T., & Gray, J. (2010). Personal practical knowledge and identity in lesson planning conferences on a pre-service TESOL course. Language Teaching Research, 14(3), 297–317.

    Article  Google Scholar 

  • Narayan, R., Rodriguez, C., Araujo, J., Shaqlaih, A., & Moss, G. (2013). Constructivism—Constructivist learning theory. In B. J. Irby, G. Brown, R. Lara-Alecio, & S. Jackson (Eds.), The handbook of educational theories (pp. 169–184). Charlotte, NC: Information Age Publishing.

    Google Scholar 

  • Ng, J., & Farrell, T. S. C. (2003). Do teachers’ beliefs of grammar teaching match their classroom practices? A Singapore case study. In D. Deterding, A. Brown, & E. L. Low (Eds.), English in Singapore: Research on grammar (pp. 128–137). Singapore: McGraw-Hill.

    Google Scholar 

  • Orafi, S. M. S., & Borg, S. (2009). Intentions and realities in implementing Nucommunicative curriculum reform. System, 37, 243–253.

    Article  Google Scholar 

  • Pajares, M. F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62(3), 307–332.

    Article  Google Scholar 

  • Pennycook, A. (1994). The cultural politics of English as an international language. London: Longman.

    Google Scholar 

  • Phillipson, R. (1992). Linguistic imperialism. Oxford: Oxford University Press.

    Google Scholar 

  • Phipps, S. (2010). Language teacher education, beliefs and classroom practices. Saarbrucken: Lambert Academic Publishing.

    Google Scholar 

  • Potter, J. (2005). Making psychology relevant. Discourse & Society, 16, 739–747.

    Article  Google Scholar 

  • Richards, J. C. (2008). Second language teacher education today. RELC Journal, 39, 158–177.

    Article  Google Scholar 

  • Richards, J. C., & Lockhart, C. (1994). Reflective teaching in second language classrooms. Cambridge: Cambridge University Press.

    Book  Google Scholar 

  • Rogoff, B. (1993). Children’s guided participation and participatory appropriation in sociocultural activity. In R. Woxniak & K. Fischer (Eds.), Development in context: Acting and thinking in specific environments (pp. 121–153). Hillsdale, NJ: Erlbaum.

    Google Scholar 

  • Roth, W. (2008). The nature of scientific conceptions: A discursive psychological perspective. Educational Research Review, 3, 30–50.

    Article  Google Scholar 

  • Sato, K., & Kleinsasser, R. C. (2004). Beliefs, practices, and interactions of teachers in a Japanese high school English department. Teaching and Teacher Education, 20(8), 797–816.

    Article  Google Scholar 

  • Scollon, R. (2001). Mediated discourse: The nexus of practice. London: Routledge.

    Google Scholar 

  • Shavelson, R. J., & Stern, P. (1981). Research on teachers’ pedagogical thoughts, judgments, decisions, and behavior. Review of Educational Research, 51, 455–498.

    Article  Google Scholar 

  • Skott, J. (2001, June). Why belief research raises the right question but provides the wrong type of answer. Paper presented at the 3rd Nordic Conference on Mathematics Education, Kristianstad, Sweden.

    Google Scholar 

  • Speer, N. M. (2005). Issues of methods and theory in the study of mathematics teachers’ professed and attributed beliefs. Educational Studies in Mathematics, 58(3), 361–391.

    Article  Google Scholar 

  • Sun, D. (2012). “Everything goes smoothly”: A case study of an immigrant Chinese language teacher’s personal practical knowledge. Teaching and Teacher Education, 28(5), 760–767.

    Article  Google Scholar 

  • te Molder, H., & Potter, J. (Eds.). (2005). Conversation and cognition. Cambridge: Cambridge University Press.

    Google Scholar 

  • Tillema, H. H. (2000). Belief change towards self-directed learning in student teachers: Immersion in practice or reflection on action. Teaching and Teacher Education, 16, 575–591.

    Article  Google Scholar 

  • Tsui, A. A. M. (2003). Understanding expertise in teaching. New York: Cambridge University Press.

    Book  Google Scholar 

  • Valsiner, J. (1997). Culture and the development of children’s action: A theory of human development (2nd ed.). New York: John Wiley & Sons.

    Google Scholar 

  • van Compernolle, R. A. (2015). Interaction and second language development: A Vygotskian perspective. John Benjamins.

    Google Scholar 

  • Vishalache, B., & Claiborne, L. B. (2012). Vygotsky from ZPD to ZCD in moral education: Reshaping Western theory and practices in local context. Journal of Moral Education, 41(2), 225–243.

    Article  Google Scholar 

  • Vygotsky, L. (1978). Mind in society. Cambridge, MA: Harvard University Press.

    Google Scholar 

  • Vygotsky, L. S. (1980). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.

    Book  Google Scholar 

  • Vygotsky, L. S. (1986). Thought and language. Cambridge, MA: MIT Press.

    Google Scholar 

  • Vygotsky, L. S. (1987). Thinking and speech. In R. W. Rieber & A. S. Carton (Eds.), The collected works of L. S. Vygotsky. Vol. 1. Problems of general psychology (pp. 39–285). New York: Plenum.

    Google Scholar 

  • Vygotsky, L. S. (1999). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.

    Google Scholar 

  • Walsh, S. (2002). Construction or obstruction: Teacher talk and learner involvement in the EFL classroom. Language Teaching Research, 6(1), 3–23.

    Article  Google Scholar 

  • Warford, M. K. (2011). The zone of proximal “teacher” development. Teaching and Teacher Education: An International Journal of Research and Studies, 27(2), 252–258.

    Article  Google Scholar 

  • Wertsch, J. (1991). Voices of the mind: A sociocultural approach to mediated action. Cambridge, MA: Harvard University Press.

    Google Scholar 

  • Wertsch, J. V. (1995). The need for action in sociocultural research. In J. V. Wertsch, P. Del Rio, & A. Alvarez (Eds.), Sociocultural studies of mind (pp. 56–74). New York: Cambridge University Press.

    Chapter  Google Scholar 

  • Wertsch, J. V. (2007). Mediation. In H. Daniels, M. Cole, & J. V. Wertsch (Eds.), The Cambridge companion to Vygotsky (pp. 178–192). New York: Cambridge University Press. https://doi.org/10.1017/CCOL0521831040.008

    Chapter  Google Scholar 

  • Williams, M., & Burden, R. (1997). Psychology for language teachers. Cambridge: Cambridge University Press.

    Google Scholar 

  • Woods, D. (1996). Teacher cognition in language teaching. Cambridge: Cambridge University Press.

    Google Scholar 

  • Zheng, H. Y. (2015). Teacher beliefs as a complex system: English language teachers in China. Cham: Springer.

    Book  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Graduate School of Education, University of Exeter, Exeter, UK

    Li Li

Authors
  1. Li Li
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Li Li .

Copyright information

© 2020 The Author(s)

About this chapter

Check for updates. Verify currency and authenticity via CrossMark

Cite this chapter

Li, L. (2020). Sociocultural Theory and Teacher Cognition. In: Language Teacher Cognition. Palgrave Macmillan, London. https://doi.org/10.1057/978-1-137-51134-8_2

Download citation

  • DOI: https://doi.org/10.1057/978-1-137-51134-8_2

  • Published:

  • Publisher Name: Palgrave Macmillan, London

  • Print ISBN: 978-1-137-51133-1

  • Online ISBN: 978-1-137-51134-8

  • eBook Packages: Social SciencesSocial Sciences (R0)

Publish with us

Policies and ethics

Search

Navigation