Document Type : Research Article

Authors

1 Associate Professor, Department of Teacher Education, McKay School of Education, Brigham Young University, United States of America, https://orcid.org.0000-0001-8687-3619

2 Associate Professor, Department of Teacher Education, McKay School of Education, Brigham Young University, United States of America

Abstract

This paper addresses the in/commensurability of Vygotskian sociocultural theory (SCT) with popular K-12 educational curricula positioned and claiming to use his theory in practice (McLeod, 2019). We discuss well-known educational curricula, models, and social theories in relation to second language learning. Representational examples for in/commensurable comparisons are taken from well-published Pre-K, Elementary, Secondary curricula, and educational psychology texts, all primarily used as instructional preparation for pre-service teachers. In operationalizing these comparisons for in/commensurability, we argue that Vygotsky’s explanations concerning the unity of thought and language, the zone of proximal development, mediational means for learning and development, and his overarching framework concerning perezhivanie and consciousness are not well considered by these popular texts and curricula, particularly for marginalized second language learners in the field of education. Conclusions and implications include arguments to more fully implement Vygotsky’s SCT theory in place of simplistic social turn strategies, and a call for supporting language minority students.

Keywords

Main Subjects

Article Title [Persian]

نظریه اجتماعی-فرهنگی ویگوتسکی برای زبان آموزان زبان دوم: پرداختن به قابلیت های همسان با برنامه های درسی عمومی مدرسه محور

Authors [Persian]

  • دکتر الساندرو روسبرو 1
  • دکتر جنیفر ویمر 2

1 دانشیار گروه آموزش معلمان، دانشکدۀ علوم تربیتی مک کی، دانشگاه بریگام یانگ، ایالات متحدۀ آمریکا

2 دانشیار گروه آموزش معلمان، دانشکدۀ علوم تربیتی مک کی، دانشگاه بریگام یانگ، ایالات متحدۀ آمریکا

Abstract [Persian]

مقاله حاضر به غیرقابل مقایسه بودن نظریه فرهنگی اجتماعی ویگوتسکی (SCT) با برنامه های درسی آموزشی محبوب K-12 می پردازد که ادعا دارد در عمل به این نظریه پایبند است. (مک لئود، 2019). در این مقاله در مورد برنامه‌های درسی، مدل‌ها و نظریه‌های اجتماعی معروف در رابطه با یادگیری زبان دوم بحث می‌کنیم. مثال‌های منتخب برای مقایسه‌های قابل قیاس/غیرقابل قیاس برگرفته از برنامه‌های درسی پیش دبستانی، ابتدایی، متوسطه، و متون روان‌شناسی­تربیتی هستند که همگی در درجه اول به عنوان آمادگی آموزشی برای معلمان پیش از خدمت استفاده می‌شوند. در عملیاتی کردن این مقایسه‌ها برای قیاس‌پذیری/قیاس ناپذیری، ما استدلال می‌کنیم که توضیحات ویگوتسکی در مورد وحدت فکر و زبان، نزدیکترین حیطۀ رشد، ابزار میانجی برای یادگیری و توسعه، و چارچوب فراگیر او در مورد پرژیوانی و آگاهی در این متون و برنامه های درسی، به ویژه برای زبان آموزان زبان دوم که همواره در حوزۀ آموزش مهجور واقع شده­اند،  به خوبی توسط این افراد مورد توجه قرار نگرفته است. نتیجه‌گیری کاربردی این بحث شامل استدلال‌هایی برای پیاده‌سازی کامل‌تر نظریه فرهنگی اجتماعی ویگوتسکی به جای راهبردهای ساده­‌انگارانۀ چرخش اجتماعی و فراخوانی برای حمایت از دانش‌آموزان اقلیت زبان است.

Keywords [Persian]

  • نظریۀ فرهنگی اجتماعی
  • نظام مدارس دوازده پایه ای
  • وحدت فکر و زبان
  • آموزش زبان دوم
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