Výsledky vyhledávání - "Paolo Infante"

Realizing the ZPD in Second Language Education

Autor: Matthew E. Poehner, Paolo Infante

Publikováno v: Language and Sociocultural Theory. 6:63-91

Vygotsky’s (1978, 1987) notion of the Zone of Proximal Development (ZPD) brings into focus the dialectical nature of interactional processes that provoke second language (L2) learner development. Two areas of L2 sociocultural theory (SCT-L2) schola

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_________::5cb10acb5d17aa30cedf7dda112af4df
https://doi.org/10.1558/lst.38916

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Mediational Processes in Support of Learner L2 Writing Development: Individual, Peer, and Group Contexts

Autor: Matthew E. Poehner, Paolo Infante, Yumi Takamiya

Publikováno v: Journal of Cognitive Education and Psychology. 17:112-132

The present article reports on a study that extends Dynamic Assessment (DA) to the domain of second language (L2) writing instruction. As in general education, the L2 field has increasingly moved toward a process approach to writing that emphasizes t

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_________::ac9394bbe723e9d2691be4210c2d0794
https://doi.org/10.1891/1945-8959.17.1.112

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Translanguaging as pedagogy: developing learner scientific discursive practices in a bilingual middle school science classroom

Autor: Paolo Infante, Peter R. Licona

Publikováno v: International Journal of Bilingual Education and Bilingualism. :1-14

This article investigates translanguaging as pedagogy in an English/Spanish dual language middle school science classroom as teacher and students engage in scientific argumentation about issues of ...

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_________::b9fdb52c960b30ae8a1b717f2dd3baf4
https://doi.org/10.1080/13670050.2018.1526885

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Alex, the toolmaker: Tool-and-result activity in the L2 learning context

Autor: Paolo Infante, Matthew E. Poehner

Publikováno v: Linguistics and Education. 63:100862

The L2 field has seen recurrent calls for pedagogical approaches that, on the one hand, emphasize learner communicative needs as a starting point, and that, on the other hand, reexamine the importance of dialogic support offered to learners as they e

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_________::90e8b18d02a716c8cc0bdebe24f8215a
https://doi.org/10.1016/j.linged.2020.100862

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Mediated Development: A Vygotskian Approach to Transforming Second Language Learner Abilities

Autor: Matthew E. Poehner, Paolo Infante

Publikováno v: TESOL Quarterly. 51:332-357

The authors point to systemic-theoretical instruction (STI), which underscores the importance of abstract conceptual knowledge in schooling, and dynamic assessment (DA), in which mediators and learners function cooperatively, as examples of the theor

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_________::3e1c74720dea70019743d4e22d725bc4
https://doi.org/10.1002/tesq.308

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Mediated Development

Autor: Paolo Infante

Publikováno v: The Routledge Handbook of Sociocultural Theory and Second Language Development ISBN: 9781315624747

While studies of Vygotskian concept-based L2 instruction have generated notable outcomes, they have tended to leave unreported the manner in which learners come to view concepts and accompanying materials as psychological tools (Kozulin, 1998). This

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_________::f617a54f3ef674ee805f8a192a3b5818
https://doi.org/10.4324/9781315624747-15

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Mediated Development: Inter-psychological activity for L2 education

Autor: Matthew E. Poehner, Paolo Infante

Publikováno v: Language and Sociocultural Theory. 2:161-183

L2 Vygotskian research has turned increasingly toward the design of educational practices to promote learner development. Two important strands of work that have emerged are Systemic Theoretical Instruction (STI), wherein L2 curricula are organized a

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_________::6b5cf7f49241eba63e3725c93a08daf3
https://doi.org/10.1558/lst.v2i2.26982

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