Bridging the Gap Between Socio-Cognitive Theory and Practical Second Language Instruction
DOI:
https://doi.org/10.47611/jsrhs.v11i3.3304Keywords:
education, socio-cognitive, esl, ell, second language acquisitionAbstract
Post method pedagogies in second language acquisition (SLA) literature base have gained popularity, challenging the traditional conception of the field as a pure cognitive science. These new theories often highlight the social nature of language and its acquisition- begging for there to be more attention to students’ learning environment and quality of interactions. One model that has emerged in the past two decades is socio-cognitive theory (SCT), which emphasizes the conversational alignment of language learners but also learners’ alignment to their social environment. While there has been substantial literature upholding SCT and its rationalizations, there is an outstanding gap between its theoretical framework and practical enactment. Thus, this literature review aims to conceptualize certain inclusive English as a Second Language (ESL) practices under a socio-cognitive framework by synthesizing both SCT and ESL literature. It argues that the ESL practices of restorative practices (RP), social emotional learning (SEL), culturally responsive education, and situated learning all fit under a socio-cognitive model of SLA. Through this application of SCT to practical ESL instruction, we may arrive at a theoretical understanding of why certain practices triumph over others. The goal is that by bridging the gap between theory and practice, the practices covered may thus be accentuated as especially efficacious in ESL and be paid more attention in matters of instruction and policy.
Downloads
References or Bibliography
Antón, M., & Dicamilla, F. J. (1999). Socio-Cognitive functions of l1 collaborative interaction in the l2 classroom. The Modern Language Journal, 83(2), 233-247. https://doi.org/10.1111/0026-7902.00018
Antón, M., & Dicamilla, F. J. (1999). Socio-Cognitive functions of l1 collaborative interaction in the l2 classroom. The Modern Language Journal, 83(2), 233-247. https://doi.org/10.1111/0026-7902.00018
Atkinson, D. (2002). Toward a sociocognitive approach to second llanguage acquisition. The Modern Language Journal, 86(4), 525-545. https://doi.org/10.1111/1540-4781.00159
Atkinson, D. (2010). Extended, embodied cognition and second language acquisition. Applied Linguistics, 31(5), 599-622. https://doi.org/10.1093/applin/amq009
Atkinson, D. (2011). A sociocognitive approach to second language acquisition: How mind, body, and world work together in learning additional languages. In D. Atkinson (Author), Alternative approaches to second language acquisition (pp. 143-162). Routledge. https://www.researchgate.net/publication/324171342_A_Sociocognitive_Approach_to_Second_Language_Acquisition
Atkinson, D. (2013). Language learning in mindbodyworld: A sociocognitive approach to second language acquisition. Language Teaching, 47(4), 467-483. https://doi.org/10.1017/S0261444813000153
Atkinson, D., Churchill, E., Nishino, T., & Okada, H. (2007). Alignment and interaction in a sociocognitive approach to second language acquisition. The Modern Language Journal, 91(2), 169-188. https://doi.org/10.1111/j.1540-4781.2007.00539.x
Atkinson, D., Churchill, E., Nishino, T., & Okada, H. (2018). Language learning great and small: Environmental support structures and learning opportunities in a sociocognitive approach to second language acquisition/teaching. The Modern Language Journal, 102(3), 471-493. https://doi.org/10.1111/modl.12496
Baldwin, D. A., Markman, E. M., Bill, B., Desjardins, R. N., Irwin, J. M., & Tidball, G. (1996). Infants' reliance on a social criterion for establishing word-object relations. Child Development, 67(6), 3135. https://doi.org/10.2307/1131771
Barrot, J. S. (2013). A macro perspective on key issues in english as second language (ESL) pedagogy in the postmethod era: Confronting challenges through sociocognitive-transformative approach. The Asia-Pacific Education Researcher, 23(3), 435-449. https://doi.org/10.1007/s40299-013-0119-4
Benson, S. G., & Dundis, S. P. (2003). Understanding and motivating health care employees: Integrating maslow's hierarchy of needs, training and technology. Journal of Nursing Management, 11(5), 315-320. https://doi.org/10.1046/j.1365-2834.2003.00409.x
Billak, B. (2015). Push-in and pull-out: Understanding ESL services. The International Educator. https://www.tieonline.com/article/1537/push-in-and-pull-out-understanding-esl-services
Boden, M. A. (2008). Mind as machine: A history of cognitive science. Clarendon Press.
Burke, A. (2015, August). Suspension, expulsion, and achievement of English learner students in six Oregon districts [PDF]. https://ies.ed.gov/ncee/edlabs/regions/northwest/pdf/REL_2015094.pdf
Cao, Y. K. (2014). A sociocognitive perspective on second language classroom willingness to communicate. TESOL Quarterly, 48(4), 789-814. https://doi.org/10.1002/tesq.155
Chesterfield, R., Hayes-latimer, K., Chesterfield, K. B., Chávez, R., & Chavez, R. (1983). The influence of teachers and peers on second language acquisition in bilingual preschool programs. TESOL Quarterly, 17(3), 401-419. https://doi.org/10.2307/3586255
Corona, H. N. (2020). Nuevas enseñanzas: a case study of implementing restorative practices in a school with predominantly Spanish-speaking English Learners [Unpublished doctoral dissertation]. City University of Seattle. http://repository.cityu.edu/bitstream/handle/20.500.11803/946/HectorCoronaDissertation.pdf?sequence=2&isAllowed=y
Diaz, A., Cochran, K., & Karlin, N. (2016). The influence of teacher power on english language learners' self-perceptions of learner empowerment. College Teaching, 64(4), 158-167. http://dx.doi.org/10.1080/87567555.2015.1126801
Doughty, C. J., & Long, M. H. (2003). Overview. In The handbook of second language acquisition (p. 4). Blackwell Publishing. https://doi.org/10.1002/9780470756492
English learners in public schools. (2022, May). National Center for Education Statistics. https://nces.ed.gov/programs/coe/indicator/cgf/english-learners
Fay, N., Page, A. C., Serfaty, C., Tai, V., & Winkler, C. (2008). Speaker overestimation of communication effectiveness and fear of negative evaluation: Being realistic is unrealistic. Psychonomic Bulletin & Review, 15(6), 1160-1165. https://doi.org/10.3758/PBR.15.6.1160
Gage, N., Gersten, R., Sugai, G., & Newman-gonchar, R. (2013). Disproportionality of english learners with emotional and/or behavioral disorders: A comparative meta-analysis with english learners with learning disabilities. Behavioral Disorders, 38(3), 123-136. https://doi.org/10.1177/019874291303800302
Goldenberg, C. (2008). Teaching English Language Learners: What the research does—and does not—say. American Educator, (Summer). https://www.aft.org/sites/default/files/periodicals/goldenberg.pdf
Goodwin, C. (1981). Achieving Mutual Orientation at Turn Beginning. In C. Goodwin (Author), Conversational organization: Interaction between speakers and hearers (p. 66). New York: Academic Press. https://www.researchgate.net/publication/299534834_Conversational_Organization_Interaction_Between_Speakers_and_Hearers
Haynes, J. (2016, February 25). Pull-out vs push-in ESL programs in elementary schools. Teachers of English to Speakers of Other Languages International Association. http://blog.tesol.org/pull-out-vs-push-in-esl-programs-in-elementary-schools/
Himmel, J. (2012). Language objectives: The key to effective content area instruction for English Learners. Colorín Colorado. https://www.colorincolorado.org/article/language-objectives-key-effective-content-area-instruction-english-learners
Honigsfeld, A. (2009). Ell programs: Not 'One size fits all'. Kappa Delta Pi Record, 45(4), 166-171. https://doi.org/10.1080/00228958.2009.10516539
Hopkins, M., Lowenhaupt, R., & Sweet, T. M. (2015). Organizing english learner instruction in new immigrant destinations. American Educational Research Journal, 52(3), 408-439. https://doi.org/10.3102/0002831215584780
Huang, H.-T., & Liou, H.-C. (2007). Vocabulary learning in an automated graded reading program. Language Learning & Technology, 64-82. http://dx.doi.org/10125/44118
Jacoby, S., & Ochs, E. (1995). Co-Construction: An introduction. Research on Language and Social Interaction, 28(3), 171-183. https://doi.org/10.1207/s15327973rlsi2803_1
Kaplan, I., Stolk, Y., Valibhoy, M., Tucker, A., & Baker, J. (2015). Cognitive assessment of refugee children: Effects of trauma and new language acquisition. Transcultural Psychiatry, 53(1), 81-109. https://doi.org/10.1177/1363461515612933
Kecskes, I., & Zhang, F. (2009). Activating, seeking, and creating common ground. Pragmatics and Cognition, 17(2), 331-355. https://doi.org/10.1075/pc.17.2.06kec
Keysar, B., & Henly, A. S. (2002). Speakers' overestimation of their effectiveness. Psychological Science, 13(3), 207-212. https://doi.org/10.1111/1467-9280.00439
Khatib, M., & Shakouri, N. (2013). On situating the stance of socio-cognitive approach to language acquisition. Theory and Practice in Language Studies, 3(9), 1590-1995. https://doi.org/10.4304/tpls.3.9.1590-1595
Lee, S. J., & Hawkins, M. R. (2015). Policy, context and schooling: The education of English Learners in rural new destinations. Global Education Review, 2(4), 40-59. https://files.eric.ed.gov/fulltext/EJ1080906.pdf
Levinson, S. (2006). Cognition at the heart of human interaction. Discourse Studies, 8(1), 85-93. https://doi.org/10.1177/1461445606059557
Matsuoka, R., & Evans, D. R. (2004). Socio-cognitive approach in second language acquisition research. Journal of Nursing Research, 3(1), 3. https://www.ncn.ac.jp/academic/020/2004/2004jns-ncnj04.pdf
McDonough, J., Shaw, C., & Masuhara, H. (2013). Evaluating ELT materials. In Methods and materials in ELT: a teacher's guide (3rd ed., pp. 50-62). Blackwell Publishing. https://www.wiley.com/en-us/Materials+and+Methods+in+ELT%3A+A+Teacher%27s+Guide%2C+3rd+Edition-p-9781444336924
Menkel-meadow, C. (2007). Restorative justice: What is it and does it work? Annual Review of Law and Social Science, 3(1), 161-187. https://doi.org/10.1146/annurev.lawsocsci.2.081805.110005
Meskill, C. J., & Rangelova, K. (2020). Relocating the 'cognitive' in sociocognitive views of second language learning. International Review of Applied Linguistics in Language Teaching. https://www.degruyter.com/document/doi/10.1515/iral.1999.37.2.172/pdf
Morrison, B. E., & Vaandering, D. (2012). Restorative justice: Pedagogy, praxis, and discipline. Journal of School Violence, 11(2), 138-155. https://doi.org/10.1080/15388220.2011.653322
Noë, A. (2009). CONSCIOUS REFERENCE. The Philosophical Quarterly, 59(236), 470-482. https://doi.org/10.1111/j.1467-9213.2009.630.x
Nordquist, R. (2019, July 1). Definition of english as a second language (ESL). Thought Co. http://Definition of english as a second language (ESL)
Pajares, F. (1996). Self-Efficacy beliefs in academic settings. Review of Educational Research, 66(4), 543-578. https://doi.org/10.3102/00346543066004543
Parkinson, B. (1996). Emotions are social. British Journal of Psychology, 87(4), 663-683. https://doi.org/10.1111/j.2044-8295.1996.tb02615.x
Herrera, L. J., & Mcnair, R. L. (2020). Restorative and community‐building practices as social justice for english learners. TESOL Journal, 12(1). https://doi.org/10.1002/tesj.523
Pica, T. (1994). Research on negotiation: What does it reveal about second-language learning conditions, processes, and outcomes? Language Learning, 44(3), 493-527. https://doi.org/10.1111/j.1467-1770.1994.tb01115.x
Program models for teaching english language learners. (1993). Colorín Colorado. https://www.colorincolorado.org/article/program-models-teaching-english-language-learners
Rhodes, R. L., Ochoa, S. H., & Ortiz, S. O. (2005). Assessing culturally and linguistically diverse students: A practical guide. Guilford Press. https://psycnet.apa.org/record/2006-12379-000
Russell, M. J. (2013). How can restorative practices decrease "school to prison pipeline" occurrences for black male students? [Unpublished doctoral dissertation]. Drexel University. http://www.antoniocasella.eu/restorative/JonesRussell_aug13.pdf
Sandel, Y., Yusem, D., & Kong-Wick, C. (2013). Oakland Unified School District peer restorative justice program guide [PDF]. http://www.mckinleyseb.com/uploads/1/1/7/0/117078941/prjpguide2ndedition.pdf
Schunk, D. H., & Usher, E. L. (2012). Social cognitive theory and motivation. In R. M. Ryan (Author), The Oxford handbook of human motivation (pp. 13-27). Oxford University Press. https://nibmehub.com/opac-service/pdf/read/The%20Oxford%20Handbook%20of%20Human%20Motivation.pdf#page=32
Schutz, P. A., & Pekrun, R. (2007). Introduction to emotion in education [Introduction]. In Emotion in Education (pp. 3-10). Elsevier Academic Press. https://doi.org/10.1016/B978-0-12-372545-5.X5000-X
Seo, M.-S., & Koshik, I. (2010). A conversation analytic study of gestures that engender repair in ESL conversational tutoring. Journal of Pragmatics, 42(8), 2219-2239. https://doi.org/10.1016/j.pragma.2010.01.021
Smotrova, T. (2015). Making pronunciation visible: Gesture in teaching pronunciation. TESOL Quarterly, 51(1), 59-89. https://doi.org/10.1002/tesq.276
Spitzman, E., & Balconi, A. (2019). Social justice in action [Journal of the Scholarship of Teaching and Learning]. Journal of the Scholarship of Teaching and Learning, 19(5), 1-17. https://doi.org/10.14434/josotl.v19i5.25071
Stanton-salazar, R. D., & Valenzuela, A. (2001). Subtractive schooling: U.S.-Mexican youth and the politics of caring. Contemporary Sociology, 210. https://doi.org/10.2307/2655442
Swain, M. (2011). The inseparability of cognition and emotion in second language learning. Language Teaching, 46(2), 197. https://doi.org/10.1017/S0261444811000486
Tharp, R. G., & Gallimore, R. (2002). The zone of proximal development. In R. G. Tharp & R. Gallimore (Authors), Rousing minds to life: Teaching, learning, and schooling in social context (p. 30). Cambridge University Press. https://www.cambridge.org/core/books/rousing-minds-to-life/1AF6EA1A56F3EA184F6D46EF32D7B75D
Thomas, W., & Collier, V. (2002). A national study of school effectiveness for language minority students' long-term academic achievement. https://static1.squarespace.com/static/5d854ac170e64a71d1de71d3/t/5d9de96a091ee97fc216b378/1570630038328/2002_thomas-and-collier_2002-final-report.pdf
Thompson, S. (2019). Perspectives on English Language Learner programs: A aase study [Doctoral dissertation, Lindenwood University]. ProQuest. https://www.proquest.com/openview/c3923907e92d23668ca29be7e6d22e77/1?pq-origsite=gscholar&cbl=18750&diss=y
Understanding practice. (1993). Cambridge University Press. https://doi.org/10.1017/CBO9780511625510
van Dijk, T. A. (2020). Sociocognitive discourse studies. In J. Flowerdew & J. E. Richardson (Authors), The Routledge handbook of critical discourse studies (Paperback edition ed.). Routledge. https://www.taylorfrancis.com/chapters/edit/10.4324/9781315739342-3/socio-cognitive-discourse-studies-teun-van-dijk
Vygotskij, L. S., & Cole, M. (1981). Mind in society: The development of higher psychological processes (Nachdr. ed.). Harvard Univ. Press.
Wachtel, T. (2016). Defining restorative. https://www.iirp.edu/images/pdf/Defining-Restorative_Nov-2016.pdf
Wertsch, J. V. (2009). Vygotsky and the Social Formation of Mind. Harvard University Press.
What are common program models for ESL education? (n.d.). Penn State College of Education. https://old.ed.psu.edu/pds/elementary/intern-resources/esl-handbook/common-models
Williams, T., Hakuta, K., Haertel, E., et al. (2007). Similar English Learner Students, Different Results: Why Do Some Schools Do Better? A follow-up analysis, based on a large-scale survey of California elementary schools serving low-income and EL students. Mountain View, CA: EdSource. https://files.eric.ed.gov/fulltext/ED496646.pdf
Wood, D., Bruner, J. S., & Ross, G. (1976). THE ROLE OF TUTORING IN PROBLEM SOLVING *. Journal of Child Psychology and Psychiatry, 17(2), 89-100. https://doi.org/10.1111/j.1469-7610.1976.tb00381.x
Yin, L. (2007). Pullout and inclusion programs for ESL students: A study of reading achievement [Unpublished doctoral dissertation]. Mississippi State, https://scholarsjunction.msstate.edu/td/3679?utm_source=scholarsjunction.msstate.edu%2Ftd%2F3679&utm_medium=PDF&utm_campaign=PDFCoverPages
Yu, C., Ballard, D. H., & Aslin, R. N. (2005). The role of embodied intention in early lexical acquisition. Cognitive Science, 29(6), 961-1005. https://doi.org/10.1207/s15516709cog0000_40
Published
How to Cite
Issue
Section
Copyright (c) 2022 Sheryl Chen
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Copyright holder(s) granted JSR a perpetual, non-exclusive license to distriute & display this article.
