Introduction
Sociocultural theory (SCT) has received a significant level of prominence in educational circles and in language education over the past two decades or so (Lantolf and Appel, 1994; Moll, 1990). Historically speaking it is based directly on the work of Vygotsky and his colleagues or students (e.g., A.A. Leontiev, A.R. Luria, and P.Y. Galperin; for a recent overview see Kozulin, Gindis et al., 2003), but it has also (and increasingly) found connections with other work in various parts of the world, for example Jean Piaget, Maria Montessori, John Dewey, G.H. Mead, and Jerome Bruner.
Key features of Vygotsky's SCT are mediation, activity, the Zone of Proximal Development (ZPD) and the relationship between learning and development. Other areas that receive increasing attention are inner speech, scaffolding (although this term should be referenced to Bruner, e.g., Bruner and Sherwood, 1975), dynamic assessment, activity theory, agency and the use of tools and signs (this...
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Lier, L.v. (2008). The Ecology of Language Learning and Sociocultural Theory. In: Hornberger, N.H. (eds) Encyclopedia of Language and Education. Springer, Boston, MA. https://doi.org/10.1007/978-0-387-30424-3_221
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