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href="https://www.academia.edu/9225062/Carl_Ratner_2011_Macrocultural_Psychology_A_Political_Philosophy_of_Mind"><img alt="Research paper thumbnail of Carl Ratner (2011) Macrocultural Psychology: A Political Philosophy of Mind" class="work-thumbnail" src="https://attachments.academia-assets.com/35499504/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/9225062/Carl_Ratner_2011_Macrocultural_Psychology_A_Political_Philosophy_of_Mind">Carl Ratner (2011) Macrocultural Psychology: A Political Philosophy of Mind</a></div><div class="wp-workCard_item"><span>Language and Sociocultural Theory</span><span>, 2014</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Macro Cultural Psychology is a fascinating work that compels social-justice oriented practitioner...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Macro Cultural Psychology is a fascinating work that compels social-justice oriented practitioners and scholars across academic disciplines to give serious attention to the role that macro-level features of culture -social institutions, cultural artifacts, and cultural concepts -play in shaping human psychology. Advocating for social change is at the heart of this volume, and Ratner places the field of Psychology at the nexus of social transformation. However, the author views mainstream approaches to Psychology, which treat mind and culture as separate and autonomous entities, as ineffective tools to understanding, assessing, and improving society. Vygotsky had originally conveyed the same message in his seminal work The Historical Meaning of the Crisis in Psychology: A Methodological Investigation (1926/2004, in which the Russian scholar critiqued the theoretical and methodological fragmentation of Psychology into its various sub-disciplines. In an effort to address the absence of a general unified theory of Psychology, Ratner extends the work of the cultural historical school by formulating a pioneering cultural psychological model that dialectically integrates culture and psychology for the purpose of social reform.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="122973749c5ba706c0b9f0b216bbf9a7" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":35499504,"asset_id":9225062,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/35499504/download_file?st=MTczNDAzNzIyMCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="9225062"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="9225062"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 9225062; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=9225062]").text(description); $(".js-view-count[data-work-id=9225062]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 9225062; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='9225062']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 9225062, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "122973749c5ba706c0b9f0b216bbf9a7" } } $('.js-work-strip[data-work-id=9225062]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":9225062,"title":"Carl Ratner (2011) Macrocultural Psychology: A Political Philosophy of Mind","translated_title":"","metadata":{"doi":"10.1558/lst.v1i2.205","issue":"2","volume":"1","page_numbers":"205-208","grobid_abstract":"Macro Cultural Psychology is a fascinating work that compels social-justice oriented practitioners and scholars across academic disciplines to give serious attention to the role that macro-level features of culture -social institutions, cultural artifacts, and cultural concepts -play in shaping human psychology. 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Particular attention has been paid to overcoming this methodological gap within the L2 Vygotskian tradition, particularly through concept-based approaches. More recently, Poehner &amp; Infante, 2015 , Poehner &amp; Infante, 2017 have proposed Mediated Development (MD), a framework for guiding dialogic interaction with learners intended to render concept-based instructional materials as cognitive tools to regulate learner L2 use. The present paper extends this work by examining a particular aspect of learner development: self-generated representations of an abstract linguistic concept. Analysis of recorded and transcribed interactions between a mediator and secondary school and university ESL learners reveals how modeling and controlled practice activities of the instructional materials, informed by the MD framework, were critical to participant ability to create original conceptual representations of the English tense-aspect system that elaborated the concepts presented by the mediator. We discuss this finding in relation to Newman and Holzman&#39;s (1993) proposal of tool-and-result as a Vygotskian methodology.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="118398235"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="118398235"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 118398235; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=118398235]").text(description); $(".js-view-count[data-work-id=118398235]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 118398235; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='118398235']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 118398235, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=118398235]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":118398235,"title":"Alex, the toolmaker: Tool-and-result activity in the L2 learning context","translated_title":"","metadata":{"abstract":"Abstract 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 employ instructional materials during authentic tasks. Particular attention has been paid to overcoming this methodological gap within the L2 Vygotskian tradition, particularly through concept-based approaches. More recently, Poehner \u0026amp; Infante, 2015 , Poehner \u0026amp; Infante, 2017 have proposed Mediated Development (MD), a framework for guiding dialogic interaction with learners intended to render concept-based instructional materials as cognitive tools to regulate learner L2 use. The present paper extends this work by examining a particular aspect of learner development: self-generated representations of an abstract linguistic concept. Analysis of recorded and transcribed interactions between a mediator and secondary school and university ESL learners reveals how modeling and controlled practice activities of the instructional materials, informed by the MD framework, were critical to participant ability to create original conceptual representations of the English tense-aspect system that elaborated the concepts presented by the mediator. We discuss this finding in relation to Newman and Holzman\u0026#39;s (1993) proposal of tool-and-result as a Vygotskian methodology.","publisher":"Elsevier BV","publication_date":{"day":null,"month":null,"year":2021,"errors":{}},"publication_name":"Linguistics and Education"},"translated_abstract":"Abstract 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 employ instructional materials during authentic tasks. Particular attention has been paid to overcoming this methodological gap within the L2 Vygotskian tradition, particularly through concept-based approaches. More recently, Poehner \u0026amp; Infante, 2015 , Poehner \u0026amp; Infante, 2017 have proposed Mediated Development (MD), a framework for guiding dialogic interaction with learners intended to render concept-based instructional materials as cognitive tools to regulate learner L2 use. The present paper extends this work by examining a particular aspect of learner development: self-generated representations of an abstract linguistic concept. Analysis of recorded and transcribed interactions between a mediator and secondary school and university ESL learners reveals how modeling and controlled practice activities of the instructional materials, informed by the MD framework, were critical to participant ability to create original conceptual representations of the English tense-aspect system that elaborated the concepts presented by the mediator. We discuss this finding in relation to Newman and Holzman\u0026#39;s (1993) proposal of tool-and-result as a Vygotskian methodology.","internal_url":"https://www.academia.edu/118398235/Alex_the_toolmaker_Tool_and_result_activity_in_the_L2_learning_context","translated_internal_url":"","created_at":"2024-05-01T16:42:16.380-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":4839218,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[],"slug":"Alex_the_toolmaker_Tool_and_result_activity_in_the_L2_learning_context","translated_slug":"","page_count":null,"language":"en","content_type":"Work","summary":"Abstract 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 employ instructional materials during authentic tasks. Particular attention has been paid to overcoming this methodological gap within the L2 Vygotskian tradition, particularly through concept-based approaches. More recently, Poehner \u0026amp; Infante, 2015 , Poehner \u0026amp; Infante, 2017 have proposed Mediated Development (MD), a framework for guiding dialogic interaction with learners intended to render concept-based instructional materials as cognitive tools to regulate learner L2 use. The present paper extends this work by examining a particular aspect of learner development: self-generated representations of an abstract linguistic concept. Analysis of recorded and transcribed interactions between a mediator and secondary school and university ESL learners reveals how modeling and controlled practice activities of the instructional materials, informed by the MD framework, were critical to participant ability to create original conceptual representations of the English tense-aspect system that elaborated the concepts presented by the mediator. We discuss this finding in relation to Newman and Holzman\u0026#39;s (1993) proposal of tool-and-result as a Vygotskian methodology.","owner":{"id":4839218,"first_name":"Paolo","middle_initials":null,"last_name":"Infante","page_name":"PaoloInfante","domain_name":"mnsu","created_at":"2013-07-14T08:25:47.053-07:00","display_name":"Paolo Infante","url":"https://mnsu.academia.edu/PaoloInfante"},"attachments":[],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology"},{"id":1007,"name":"Teaching English as a Second Language","url":"https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language"},{"id":4830,"name":"Sociocultural Theory","url":"https://www.academia.edu/Documents/in/Sociocultural_Theory"},{"id":7709,"name":"Applied Linguistics","url":"https://www.academia.edu/Documents/in/Applied_Linguistics"},{"id":13297,"name":"Cognitive Linguistics","url":"https://www.academia.edu/Documents/in/Cognitive_Linguistics"},{"id":15674,"name":"Linguistics","url":"https://www.academia.edu/Documents/in/Linguistics"},{"id":42988,"name":"Cognitive Grammar","url":"https://www.academia.edu/Documents/in/Cognitive_Grammar"},{"id":95162,"name":"Grammar","url":"https://www.academia.edu/Documents/in/Grammar"},{"id":134620,"name":"Linguistics Teacher Education","url":"https://www.academia.edu/Documents/in/Linguistics_Teacher_Education"},{"id":147812,"name":"Second Language Teaching","url":"https://www.academia.edu/Documents/in/Second_Language_Teaching"},{"id":406770,"name":"Dialogic","url":"https://www.academia.edu/Documents/in/Dialogic"},{"id":481768,"name":"Grammar Teaching","url":"https://www.academia.edu/Documents/in/Grammar_Teaching"}],"urls":[{"id":41564946,"url":"https://api.elsevier.com/content/article/PII:S0898589820300991?httpAccept=text/xml"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="81020247"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/81020247/Mediated_Development_A_Nexus_of_Dialogic_and_Material_Mediation_in_the_Second_Language_Classroom"><img alt="Research paper thumbnail of Mediated Development: A Nexus of Dialogic and Material Mediation in the Second Language Classroom" class="work-thumbnail" src="https://attachments.academia-assets.com/87208468/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/81020247/Mediated_Development_A_Nexus_of_Dialogic_and_Material_Mediation_in_the_Second_Language_Classroom">Mediated Development: A Nexus of Dialogic and Material Mediation in the Second Language Classroom</a></div><div class="wp-workCard_item"><span>New Perspectives on Material Mediation in Language Learner Pedagogy</span><span>, 2022</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The development of pedagogical materials and their use in second language (L2) classroom contexts...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The development of pedagogical materials and their use in second language (L2) classroom contexts has received an increased amount of attention by L2 researchers for their role in mediating language learning and teaching experiences (e.g., Guerrettaz and Johnston, 2013). The emergence of this important field of inquiry has overlapped with a growing body of L2 Sociocultural Theory (SCT) research referred to as Concept-Based Language Instruction (CBLI). CBLI comprises approaches to organizing language curricula around linguistic concepts that can be presented to learners through specially designed materials, including images, diagrams, and models (e.g., Poehner et al., 2019). Among these approaches is Mediated Development (MD), distinct for its emphasis on the ecology developed through the interactions among learners, teachers, and instructional materials (Infante, 2016). The present study seeks to examine how learner sensory and cognitive engagement with concept-based materials may help their construction and expression of meanings in the L2 and the ways in which engagement with and through material forms of mediation may contribute to the organization of L2 classroom discourse, pushing it beyond more conventional patterns. We explore these points through interactional data drawn from a recent MD project conducted in an intact Intensive English classroom.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="f82e67fc75a6d976e3c1ce1fe487f684" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":87208468,"asset_id":81020247,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/87208468/download_file?st=MTczNDAzNzIyMCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="81020247"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="81020247"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 81020247; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=81020247]").text(description); $(".js-view-count[data-work-id=81020247]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 81020247; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='81020247']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 81020247, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "f82e67fc75a6d976e3c1ce1fe487f684" } } $('.js-work-strip[data-work-id=81020247]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":81020247,"title":"Mediated Development: A Nexus of Dialogic and Material Mediation in the Second Language Classroom","translated_title":"","metadata":{"doi":"10.1007/978-3-030-98116-7_7","abstract":"The development of pedagogical materials and their use in second language (L2) classroom contexts has received an increased amount of attention by L2 researchers for their role in mediating language learning and teaching experiences (e.g., Guerrettaz and Johnston, 2013). 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Particular attention has been paid to overcoming this methodological gap within the L2 Vygotskian tradition, particularly through concept-based approaches. More recently, Poehner & Infante (2015, 2017) have proposed Mediated Development (MD), a framework for guiding dialogic interaction with learners intended to render concept-based instructional materials as cognitive tools to regulate learner L2 use. The present paper extends this work by examining a particular aspect of learner development: self-generated representations of an abstract linguistic concept. Analysis of recorded and transcribed interactions between a mediator and secondary school and university ESL learners reveals how modeling and controlled practice activities of the instructional materials, informed by the MD framework, were critical to participant ability to create original conceptual representations of the English tense-aspect system that elaborated the concepts presented by the mediator. We discuss this finding in relation to Newman and Holzman's (1993) proposal of tool-and-result as a Vygotskian methodology.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="b2884205eb5f0b9455a6d5f016d01fde" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":67031462,"asset_id":45176768,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/67031462/download_file?st=MTczNDAzNzIyMCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="45176768"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="45176768"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 45176768; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=45176768]").text(description); $(".js-view-count[data-work-id=45176768]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 45176768; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='45176768']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 45176768, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "b2884205eb5f0b9455a6d5f016d01fde" } } $('.js-work-strip[data-work-id=45176768]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":45176768,"title":"Alex, the toolmaker: Tool-and-result activity in the L2 learning context","translated_title":"","metadata":{"doi":"10.1016/j.linged.2020.100862","abstract":"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 employ instructional materials during authentic tasks. Particular attention has been paid to overcoming this methodological gap within the L2 Vygotskian tradition, particularly through concept-based approaches. More recently, Poehner \u0026 Infante (2015, 2017) have proposed Mediated Development (MD), a framework for guiding dialogic interaction with learners intended to render concept-based instructional materials as cognitive tools to regulate learner L2 use. The present paper extends this work by examining a particular aspect of learner development: self-generated representations of an abstract linguistic concept. Analysis of recorded and transcribed interactions between a mediator and secondary school and university ESL learners reveals how modeling and controlled practice activities of the instructional materials, informed by the MD framework, were critical to participant ability to create original conceptual representations of the English tense-aspect system that elaborated the concepts presented by the mediator. We discuss this finding in relation to Newman and Holzman's (1993) proposal of tool-and-result as a Vygotskian methodology.","ai_title_tag":"Tool-and-Result Activity in L2 Learning: Insights from MD","publication_date":{"day":null,"month":null,"year":2021,"errors":{}},"publication_name":"Linguistics and Education"},"translated_abstract":"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 employ instructional materials during authentic tasks. Particular attention has been paid to overcoming this methodological gap within the L2 Vygotskian tradition, particularly through concept-based approaches. More recently, Poehner \u0026 Infante (2015, 2017) have proposed Mediated Development (MD), a framework for guiding dialogic interaction with learners intended to render concept-based instructional materials as cognitive tools to regulate learner L2 use. The present paper extends this work by examining a particular aspect of learner development: self-generated representations of an abstract linguistic concept. Analysis of recorded and transcribed interactions between a mediator and secondary school and university ESL learners reveals how modeling and controlled practice activities of the instructional materials, informed by the MD framework, were critical to participant ability to create original conceptual representations of the English tense-aspect system that elaborated the concepts presented by the mediator. 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Two areas of L2 sociocultural theory (SCT-L2) scholarship that draw upon the ZPD as a framework for organizing instructional interactions are Dynamic Assessment (DA), wherein mediator-learner interaction functions to diagnose learner maturing abilities (Poehner, 2008), and Mediated Development (MD), an interactional framework that fosters learner capacity to understand and employ L2 concepts within communicative activities (Poehner and Infante, 2017). We argue that DA foregrounds assessing learner emerging abilities without losing sight of their development through instruction, while MD shows how appropriate instruction has to include assessing the learner. This paper extends the argument that ZPD activity represents the dialectical relation between teaching and assessing through analysis of transcribed classroom interaction that supports the perspective that DA and MD can function together as part of a coherent SCT-L2 pedagogy.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="3bdfa617cd7961c725c57eb0ac15332e" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":60486638,"asset_id":40252990,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/60486638/download_file?st=MTczNDAzNzIyMCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="40252990"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="40252990"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 40252990; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=40252990]").text(description); $(".js-view-count[data-work-id=40252990]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 40252990; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='40252990']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 40252990, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "3bdfa617cd7961c725c57eb0ac15332e" } } $('.js-work-strip[data-work-id=40252990]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":40252990,"title":"Realizing the ZPD in Second Language Education: The Complementary Contributions of Dynamic Assessment and Mediated Development","translated_title":"","metadata":{"doi":"10.1558/lst.38916","abstract":"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. 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The present research extends this work by integrating it with the pedagogical proposals of Reuven Feuerstein. We propose a framework, Mediated Development (MD-L2), that emphasizes mediation through concepts but that offers a structured, interactional approach to guiding learners to engage with and internalize concepts. Following a presentation of the framework, we provide examples and interactional excerpts drawn from a recent project aimed at helping adolescent and university learners of English understand the tense-aspect system and employ it to regulate their use of the language in writing. Careful analysis of the representations of the tense-aspect system employed in the program , the psychological actions targeted by learning tasks, and the contributions of an expert interlocutor (a mediator) as he engaged individually with a focal learner in the project offer insights into the complementary nature of symbolic and dialogic mediation in promoting new ways of thinking about and using the meaning-making affordance in language. 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As in general education, the L2 field has increasingly moved toward a process approach to writing that emphasizes the importance of multiple drafts, opportunities for feedback, and attempts at revision. The present study, undertaken collaboratively with an experienced classroom teacher of L2 Japanese, reformulated this process as three interrelated stages of mediated activity: an initial DA session in which the teacher prompted learners to identify and correct errors in order to identify knowledge and abilities that were in the process of emerging; a peer mediation session to collaboratively review, discuss, and correct exemplar sentences containing representative problematic constructions; and a whole-class discussion of the language constructions. Analysis of recorded and transcribed sessions indicates the value to learners of collaboratively discussing and correcting similar error types in their peers’ writing.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="2bc1bff505e6daae3220d78affd10faf" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":58205473,"asset_id":38170405,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/58205473/download_file?st=MTczNDAzNzIyMCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="38170405"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="38170405"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 38170405; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=38170405]").text(description); $(".js-view-count[data-work-id=38170405]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 38170405; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='38170405']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 38170405, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "2bc1bff505e6daae3220d78affd10faf" } } $('.js-work-strip[data-work-id=38170405]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":38170405,"title":"Mediational Processes in Support of Learner L2 Writing Development","translated_title":"","metadata":{"doi":"10. 1891/ 1945- 8959. 17. 1. 112","abstract":"The present article reports on a study that extends Dynamic Assessment (DA) to the domain of second language (L2) writing instruction. 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As in general education, the L2 field has increasingly moved toward a process approach to writing that emphasizes the importance of multiple drafts, opportunities for feedback, and attempts at revision. The present study, undertaken collaboratively with an experienced classroom teacher of L2 Japanese, reformulated this process as three interrelated stages of mediated activity: an initial DA session in which the teacher prompted learners to identify and correct errors in order to identify knowledge and abilities that were in the process of emerging; a peer mediation session to collaboratively review, discuss, and correct exemplar sentences containing representative problematic constructions; and a whole-class discussion of the language constructions. Analysis of recorded and transcribed sessions indicates the value to learners of collaboratively discussing and correcting similar error types in their peers’ writing.","owner":{"id":4839218,"first_name":"Paolo","middle_initials":null,"last_name":"Infante","page_name":"PaoloInfante","domain_name":"mnsu","created_at":"2013-07-14T08:25:47.053-07:00","display_name":"Paolo Infante","url":"https://mnsu.academia.edu/PaoloInfante"},"attachments":[{"id":58205473,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/58205473/thumbnails/1.jpg","file_name":"JCEP_V17_N1_Mediational_Processes_in_Support_of_Learner_L2_Writing_Development.pdf","download_url":"https://www.academia.edu/attachments/58205473/download_file?st=MTczNDAzNzIyMCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Mediational_Processes_in_Support_of_Lear.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/58205473/JCEP_V17_N1_Mediational_Processes_in_Support_of_Learner_L2_Writing_Development-libre.pdf?1547755838=\u0026response-content-disposition=attachment%3B+filename%3DMediational_Processes_in_Support_of_Lear.pdf\u0026Expires=1734040820\u0026Signature=SeBeleqMQfLeiQyze44qgfcPCCQ36CW4nkc4EelINvSyko46hKHSHwtGBfEYPlUMJ3kenaFj8cUYyzpaUiEn2G8b1flgc9QwKoLZ7298XCWyPg5vriTwhI5j36CkpkrQBLOeiyOiblAIZUF8V2SWOaWUswB5MyfFGtC76XKUgJ7mrCSbKOq066Djn0jnC3ZgASzz9RVGxiQMYXCQAq8WbUBNn0BbrEin-XDM1wZuKkg7RQ-NBNRAmw7FvVHonTaRZJ8mIfPllObBcNiKO0oPQ0HB3TRrPGl3VC3IaBxX~2QCu4FB4xTjSo415fJTEERWNeY1BH9Z6INsZjRtrcZXXQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":4830,"name":"Sociocultural Theory","url":"https://www.academia.edu/Documents/in/Sociocultural_Theory"},{"id":9609,"name":"Second Language Writing","url":"https://www.academia.edu/Documents/in/Second_Language_Writing"},{"id":25811,"name":"Teaching Japanese as a Foreign Language","url":"https://www.academia.edu/Documents/in/Teaching_Japanese_as_a_Foreign_Language"},{"id":44439,"name":"Vygotsky's Sociocultural Theory","url":"https://www.academia.edu/Documents/in/Vygotskys_Sociocultural_Theory"},{"id":44440,"name":"Dynamic Assessment","url":"https://www.academia.edu/Documents/in/Dynamic_Assessment"},{"id":83050,"name":"Education of Japanese as a Foreign Language","url":"https://www.academia.edu/Documents/in/Education_of_Japanese_as_a_Foreign_Language"},{"id":198364,"name":"Teaching Second Language Writing","url":"https://www.academia.edu/Documents/in/Teaching_Second_Language_Writing"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="37568500"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/37568500/Translanguaging_as_pedagogy_developing_learner_scientific_discursive_practices_in_a_bilingual_middle_school_science_classroom"><img alt="Research paper thumbnail of Translanguaging as pedagogy: developing learner scientific discursive practices in a bilingual middle school science classroom" class="work-thumbnail" src="https://attachments.academia-assets.com/57545757/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/37568500/Translanguaging_as_pedagogy_developing_learner_scientific_discursive_practices_in_a_bilingual_middle_school_science_classroom">Translanguaging as pedagogy: developing learner scientific discursive practices in a bilingual middle school science classroom</a></div><div class="wp-workCard_item"><span>International Journal of Bilingual Education and Bilingualism</span><span>, 2018</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This article investigates translanguaging as pedagogy in an English/ Spanish dual language middle...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This article investigates translanguaging as pedagogy in an English/<br />Spanish dual language middle school science classroom as teacher and<br />students engage in scientific argumentation about issues of biodiversity.<br />Drawing from literature on bilingual education, bilingualism,<br />linguistically responsive teaching, and scientific argumentation, we<br />consider how the translanguaging practices of a middle school science<br />teacher afforded emergent bilingual students access to the discourse<br />intensive scientific practices being foregrounded in a science education<br />reform-based curriculum intervention. Using ethnographically informed<br />data collection in conjunction with discourse analysis, teacher<br />translanguaging is examined for its potential in framing and supporting<br />student access to the practice of scientific argumentation. Results<br />suggest translanguaging as pedagogy functioned as a linguistically<br />responsive approach that afforded emergent bilinguals access to the<br />scientific practices and content of the curriculum intervention.<br />Implications for bilingual education and science education are discussed.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="19a159102af44b93cf25ab37600aa252" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":57545757,"asset_id":37568500,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/57545757/download_file?st=MTczNDAzNzIyMCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="37568500"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="37568500"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 37568500; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=37568500]").text(description); $(".js-view-count[data-work-id=37568500]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 37568500; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='37568500']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 37568500, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "19a159102af44b93cf25ab37600aa252" } } $('.js-work-strip[data-work-id=37568500]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":37568500,"title":"Translanguaging as pedagogy: developing learner scientific discursive practices in a bilingual middle school science classroom","translated_title":"","metadata":{"doi":"10.1080/13670050.2018.1526885","abstract":"This article investigates translanguaging as pedagogy in an English/\nSpanish dual language middle school science classroom as teacher and\nstudents engage in scientific argumentation about issues of biodiversity.\nDrawing from literature on bilingual education, bilingualism,\nlinguistically responsive teaching, and scientific argumentation, we\nconsider how the translanguaging practices of a middle school science\nteacher afforded emergent bilingual students access to the discourse\nintensive scientific practices being foregrounded in a science education\nreform-based curriculum intervention. Using ethnographically informed\ndata collection in conjunction with discourse analysis, teacher\ntranslanguaging is examined for its potential in framing and supporting\nstudent access to the practice of scientific argumentation. Results\nsuggest translanguaging as pedagogy functioned as a linguistically\nresponsive approach that afforded emergent bilinguals access to the\nscientific practices and content of the curriculum intervention.\nImplications for bilingual education and science education are discussed.","publication_date":{"day":null,"month":null,"year":2018,"errors":{}},"publication_name":"International Journal of Bilingual Education and Bilingualism"},"translated_abstract":"This article investigates translanguaging as pedagogy in an English/\nSpanish dual language middle school science classroom as teacher and\nstudents engage in scientific argumentation about issues of biodiversity.\nDrawing from literature on bilingual education, bilingualism,\nlinguistically responsive teaching, and scientific argumentation, we\nconsider how the translanguaging practices of a middle school science\nteacher afforded emergent bilingual students access to the discourse\nintensive scientific practices being foregrounded in a science education\nreform-based curriculum intervention. Using ethnographically informed\ndata collection in conjunction with discourse analysis, teacher\ntranslanguaging is examined for its potential in framing and supporting\nstudent access to the practice of scientific argumentation. Results\nsuggest translanguaging as pedagogy functioned as a linguistically\nresponsive approach that afforded emergent bilinguals access to the\nscientific practices and content of the curriculum intervention.\nImplications for bilingual education and science education are discussed.","internal_url":"https://www.academia.edu/37568500/Translanguaging_as_pedagogy_developing_learner_scientific_discursive_practices_in_a_bilingual_middle_school_science_classroom","translated_internal_url":"","created_at":"2018-10-11T06:45:30.923-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":4839218,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[{"id":31947615,"work_id":37568500,"tagging_user_id":4839218,"tagged_user_id":50127004,"co_author_invite_id":null,"email":"r***l@gmail.com","display_order":1,"name":"Peter Licona","title":"Translanguaging as pedagogy: developing learner scientific discursive practices in a bilingual middle school science classroom"}],"downloadable_attachments":[{"id":57545757,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/57545757/thumbnails/1.jpg","file_name":"Infante___Licona_2018_Translanguaging_as_pedagogy_-developing_learner_scientific_discursive_practices.pdf","download_url":"https://www.academia.edu/attachments/57545757/download_file?st=MTczNDAzNzIyMCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Translanguaging_as_pedagogy_developing_l.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/57545757/Infante___Licona_2018_Translanguaging_as_pedagogy_-developing_learner_scientific_discursive_practices-libre.pdf?1539265863=\u0026response-content-disposition=attachment%3B+filename%3DTranslanguaging_as_pedagogy_developing_l.pdf\u0026Expires=1734040820\u0026Signature=VDPb5sFEJYiaK1bzUVjc8vSTf8BWnAcSJmEbrmc7zPpF7pUu9CwK7UBP7kCMpuVAkhM9juGwQSRCmUPBGgYhWyenkCybLQTR5Y~HLXCBG-JFXG9BUouof8kUOXSSWT1U-DI1P~gc6jGawX3oRLHm~RGpQBVvOtpdQbvQrUd0LoEtcw5QHXAACKMl06hzt1PttRj4aYV4k7oHtMHykZWZgedQR7NiBm0ZF89q6OPWcFVaAfz3CMUMx7aUJW3EZlzDmcN8To4UG2GhCm0Vnf6qRNXjPjse-NkYpT~WD7lTXBivkLWZwYwqbYDGBC6VnbemQWHjIDr2eHIRqPTsNmTHcg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Translanguaging_as_pedagogy_developing_learner_scientific_discursive_practices_in_a_bilingual_middle_school_science_classroom","translated_slug":"","page_count":15,"language":"en","content_type":"Work","summary":"This article investigates translanguaging as pedagogy in an English/\nSpanish dual language middle school science classroom as teacher and\nstudents engage in scientific argumentation about issues of biodiversity.\nDrawing from literature on bilingual education, bilingualism,\nlinguistically responsive teaching, and scientific argumentation, we\nconsider how the translanguaging practices of a middle school science\nteacher afforded emergent bilingual students access to the discourse\nintensive scientific practices being foregrounded in a science education\nreform-based curriculum intervention. Using ethnographically informed\ndata collection in conjunction with discourse analysis, teacher\ntranslanguaging is examined for its potential in framing and supporting\nstudent access to the practice of scientific argumentation. Results\nsuggest translanguaging as pedagogy functioned as a linguistically\nresponsive approach that afforded emergent bilinguals access to the\nscientific practices and content of the curriculum intervention.\nImplications for bilingual education and science education are discussed.","owner":{"id":4839218,"first_name":"Paolo","middle_initials":null,"last_name":"Infante","page_name":"PaoloInfante","domain_name":"mnsu","created_at":"2013-07-14T08:25:47.053-07:00","display_name":"Paolo Infante","url":"https://mnsu.academia.edu/PaoloInfante"},"attachments":[{"id":57545757,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/57545757/thumbnails/1.jpg","file_name":"Infante___Licona_2018_Translanguaging_as_pedagogy_-developing_learner_scientific_discursive_practices.pdf","download_url":"https://www.academia.edu/attachments/57545757/download_file?st=MTczNDAzNzIyMCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Translanguaging_as_pedagogy_developing_l.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/57545757/Infante___Licona_2018_Translanguaging_as_pedagogy_-developing_learner_scientific_discursive_practices-libre.pdf?1539265863=\u0026response-content-disposition=attachment%3B+filename%3DTranslanguaging_as_pedagogy_developing_l.pdf\u0026Expires=1734040820\u0026Signature=VDPb5sFEJYiaK1bzUVjc8vSTf8BWnAcSJmEbrmc7zPpF7pUu9CwK7UBP7kCMpuVAkhM9juGwQSRCmUPBGgYhWyenkCybLQTR5Y~HLXCBG-JFXG9BUouof8kUOXSSWT1U-DI1P~gc6jGawX3oRLHm~RGpQBVvOtpdQbvQrUd0LoEtcw5QHXAACKMl06hzt1PttRj4aYV4k7oHtMHykZWZgedQR7NiBm0ZF89q6OPWcFVaAfz3CMUMx7aUJW3EZlzDmcN8To4UG2GhCm0Vnf6qRNXjPjse-NkYpT~WD7lTXBivkLWZwYwqbYDGBC6VnbemQWHjIDr2eHIRqPTsNmTHcg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":11658,"name":"Bilingual Education","url":"https://www.academia.edu/Documents/in/Bilingual_Education"},{"id":89498,"name":"Scientific Argumentation","url":"https://www.academia.edu/Documents/in/Scientific_Argumentation"},{"id":973080,"name":"Translanguaging","url":"https://www.academia.edu/Documents/in/Translanguaging"},{"id":1184339,"name":"Emergent Bilinguals","url":"https://www.academia.edu/Documents/in/Emergent_Bilinguals"},{"id":3038729,"name":"linguistically responsive teaching","url":"https://www.academia.edu/Documents/in/linguistically_responsive_teaching"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="37218758"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/37218758/Mediated_Development_Promoting_Learner_Internalization_of_L2_Concepts_through_Cognitive_Process_Focused_Activities"><img alt="Research paper thumbnail of Mediated Development: Promoting Learner Internalization of L2 Concepts through Cognitive-Process Focused Activities" class="work-thumbnail" src="https://attachments.academia-assets.com/65214206/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/37218758/Mediated_Development_Promoting_Learner_Internalization_of_L2_Concepts_through_Cognitive_Process_Focused_Activities">Mediated Development: Promoting Learner Internalization of L2 Concepts through Cognitive-Process Focused Activities</a></div><div class="wp-workCard_item"><span>Routledge Handbook of Sociocultural Theory and Second Language Development</span><span>, 2018</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">While studies of Vygotskian concept-based L2 instruction have generated notable outcomes, they ha...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">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 chapter discusses an interactional framework, termed Mediated Development (MD) (Poehner & Infante, 2015, 2016), for systematically integrating mediator-learner dialogue to promote learner symbolic tool understanding and use within a Vygotskian concept-based program. Informed by the work of Feuerstein and his associates (e.g., Feuerstein, Hoffman, Jensen and Rand, 1985), MD serves as a dialectical counterpart to Dynamic Assessment (DA), as mediator-learner interaction is oriented toward the teaching function of ZPD activity, without losing sight of diagnosing learner emergent abilities. Detailed analysis of transcribed mediator-learner interactions taken from a larger study (Infante, 2016) documents how the sequencing of structured activities organized around select cognitive processes promoted learner appropriation of specialized concept-based curriculum associated with the English tense-aspect system.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="5aa85d9b100d50819d5a16e9a1c03b70" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":65214206,"asset_id":37218758,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/65214206/download_file?st=MTczNDAzNzIyMCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="37218758"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="37218758"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 37218758; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=37218758]").text(description); $(".js-view-count[data-work-id=37218758]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 37218758; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='37218758']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 37218758, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "5aa85d9b100d50819d5a16e9a1c03b70" } } $('.js-work-strip[data-work-id=37218758]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":37218758,"title":"Mediated Development: Promoting Learner Internalization of L2 Concepts through Cognitive-Process Focused Activities","translated_title":"","metadata":{"abstract":"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). 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This article proposes an inter-actional framework to bridge STI and DA. Mediated development (MD) emphasizes mediator–learner dialogic interaction in which the aim is not to assess emerging capabilities but rather to guide learner appropriation of concept-based instructional materials as symbolic tools for thinking. The researchers situate MD in relation to the broader Vygotskian second language research tradition, while also acknowledging the contributions of Israeli researcher Reuven Feuer-stein (Feuerstein, Feuerstein, & Falik, 2010). Feuerstein's work to promote general cognitive abilities among learners with special needs closely parallels Vygotsky's research and was influential in developing this proposal of MD. The authors discuss principles of the framework and illustrate them through close analysis of excerpts of mediator– learner interactions from an STI program to teach the English tense-aspect system in a university-level ESL academic writing program. Analysis reveals the value of mediator guidance in helping learners to recognize the relevance of instructional materials and to begin to use them as tools during communicative activity.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="face83b71546e063db1e28e5628a6d42" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":45858762,"asset_id":25530278,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/45858762/download_file?st=MTczNDAzNzIyMCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="25530278"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="25530278"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 25530278; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=25530278]").text(description); $(".js-view-count[data-work-id=25530278]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 25530278; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='25530278']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 25530278, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "face83b71546e063db1e28e5628a6d42" } } $('.js-work-strip[data-work-id=25530278]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":25530278,"title":"Mediated Development: A Vygotskian Approach to Transforming Second Language Learner Abilities","translated_title":"","metadata":{"doi":"10.1002/tesq.308","issue":"2","volume":"51","abstract":"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 theory–practice relation envisioned by Vygotsky (1987). This article proposes an inter-actional framework to bridge STI and DA. Mediated development (MD) emphasizes mediator–learner dialogic interaction in which the aim is not to assess emerging capabilities but rather to guide learner appropriation of concept-based instructional materials as symbolic tools for thinking. The researchers situate MD in relation to the broader Vygotskian second language research tradition, while also acknowledging the contributions of Israeli researcher Reuven Feuer-stein (Feuerstein, Feuerstein, \u0026 Falik, 2010). Feuerstein's work to promote general cognitive abilities among learners with special needs closely parallels Vygotsky's research and was influential in developing this proposal of MD. The authors discuss principles of the framework and illustrate them through close analysis of excerpts of mediator– learner interactions from an STI program to teach the English tense-aspect system in a university-level ESL academic writing program. Analysis reveals the value of mediator guidance in helping learners to recognize the relevance of instructional materials and to begin to use them as tools during communicative activity.","ai_title_tag":"Vygotskian Framework for Mediated Development in ESL Learning","page_numbers":"332-357","publication_date":{"day":null,"month":null,"year":2017,"errors":{}},"publication_name":"TESOL Quarterly"},"translated_abstract":"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 theory–practice relation envisioned by Vygotsky (1987). This article proposes an inter-actional framework to bridge STI and DA. Mediated development (MD) emphasizes mediator–learner dialogic interaction in which the aim is not to assess emerging capabilities but rather to guide learner appropriation of concept-based instructional materials as symbolic tools for thinking. The researchers situate MD in relation to the broader Vygotskian second language research tradition, while also acknowledging the contributions of Israeli researcher Reuven Feuer-stein (Feuerstein, Feuerstein, \u0026 Falik, 2010). Feuerstein's work to promote general cognitive abilities among learners with special needs closely parallels Vygotsky's research and was influential in developing this proposal of MD. The authors discuss principles of the framework and illustrate them through close analysis of excerpts of mediator– learner interactions from an STI program to teach the English tense-aspect system in a university-level ESL academic writing program. Analysis reveals the value of mediator guidance in helping learners to recognize the relevance of instructional materials and to begin to use them as tools during communicative activity.","internal_url":"https://www.academia.edu/25530278/Mediated_Development_A_Vygotskian_Approach_to_Transforming_Second_Language_Learner_Abilities","translated_internal_url":"","created_at":"2016-05-22T10:47:10.271-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":4839218,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[{"id":32236921,"work_id":25530278,"tagging_user_id":4839218,"tagged_user_id":100672898,"co_author_invite_id":null,"email":"m***8@psu.edu","display_order":-1,"name":"Matthew Poehner","title":"Mediated Development: A Vygotskian Approach to Transforming Second Language Learner Abilities"}],"downloadable_attachments":[{"id":45858762,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/45858762/thumbnails/1.jpg","file_name":"Poehner__M__Infante__P_2016_Mediated_Development_-_A_Vygotskian_Approach_to_Transforming_L2_Learner_Abilities.pdf","download_url":"https://www.academia.edu/attachments/45858762/download_file?st=MTczNDAzNzIyMCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Mediated_Development_A_Vygotskian_Approa.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/45858762/Poehner__M__Infante__P_2016_Mediated_Development_-_A_Vygotskian_Approach_to_Transforming_L2_Learner_Abilities-libre.pdf?1463939330=\u0026response-content-disposition=attachment%3B+filename%3DMediated_Development_A_Vygotskian_Approa.pdf\u0026Expires=1734040820\u0026Signature=Y9WrZ6AAXSRcazgsqxAwAwcYK4B5JuqZyxdmVOLNYDxwjLvWuOJ40FN6NZfO1WsT4~GCwq-IEQwG-KJ7pyQstMFg31gr-dSJrB7arENapROczYCYdiHZDy2WxwRn2IZ0FYytai-aIH5fZdkOD5oQXfSidqw1O4EilVHX6JY0RsFifJWWrLlqCk8E4SNT-l1z07uRnjJ5rLhboNMY2shyQNUwlmFOxu3Y-71uiTBP~FdglUtztXsSmJef5bPBru1xGeHdz~W3TcoFL95Y92V6akSabotOV-uGEfdkub2T4HrfFGvLSaONJL2IKtoZqJejQS5jjSZ80mb76XinyM4PCA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Mediated_Development_A_Vygotskian_Approach_to_Transforming_Second_Language_Learner_Abilities","translated_slug":"","page_count":26,"language":"en","content_type":"Work","summary":"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 theory–practice relation envisioned by Vygotsky (1987). 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="14653031"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/14653031/Mediated_Development_Inter_psychological_activity_for_L2_education"><img alt="Research paper thumbnail of Mediated Development: Inter-psychological activity for L2 education" class="work-thumbnail" src="https://attachments.academia-assets.com/38379850/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/14653031/Mediated_Development_Inter_psychological_activity_for_L2_education">Mediated Development: Inter-psychological activity for L2 education</a></div><div class="wp-workCard_item"><span>Language and Sociocultural Theory</span><span>, 2015</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">L2 Vygotskian research has turned increasingly toward the design of educational practices to prom...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">L2 Vygotskian research has turned increasingly toward the design of educational practices to promote learner development. Two important strands of work that have emerged Systemic Theoretical Instruction (STI), wherein L2 curricula are organized<br />around linguistic concepts, and Dynamic Assessment, emphasizing mediators and learners engaged in what Vygotsky described as inter-psychological activity.<br />This paper examines processes of mediator-learner interaction in the context of an STI program targeting learner understanding of the English tense-aspect system. Importantly, the focus of interaction was not to diagnose learner L2 abilities but to introduce specially designed pedagogical materials, or tools. The framework of Mediated Learning, developed by Reuven Feuerstein through his work with learners with special needs, guided the approach taken to joint mediator-learner functioning. Close analysis of transcribed mediator-learner interactions point to processes through which materials come to function as tools and the importance of the social relation created by mediators and learners.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="fe602d1fa152f0b5baa9884927790d57" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":38379850,"asset_id":14653031,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/38379850/download_file?st=MTczNDAzNzIyMCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="14653031"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="14653031"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 14653031; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=14653031]").text(description); $(".js-view-count[data-work-id=14653031]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 14653031; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='14653031']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 14653031, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "fe602d1fa152f0b5baa9884927790d57" } } $('.js-work-strip[data-work-id=14653031]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":14653031,"title":"Mediated Development: Inter-psychological activity for L2 education","translated_title":"","metadata":{"doi":"10.1558/lst.v1i2.205","issue":"2","volume":"2","abstract":"L2 Vygotskian research has turned increasingly toward the design of educational practices to promote learner development. Two important strands of work that have emerged Systemic Theoretical Instruction (STI), wherein L2 curricula are organized\naround linguistic concepts, and Dynamic Assessment, emphasizing mediators and learners engaged in what Vygotsky described as inter-psychological activity.\nThis paper examines processes of mediator-learner interaction in the context of an STI program targeting learner understanding of the English tense-aspect system. Importantly, the focus of interaction was not to diagnose learner L2 abilities but to introduce specially designed pedagogical materials, or tools. The framework of Mediated Learning, developed by Reuven Feuerstein through his work with learners with special needs, guided the approach taken to joint mediator-learner functioning. 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Close analysis of transcribed mediator-learner interactions point to processes through which materials come to function as tools and the importance of the social relation created by mediators and learners.","internal_url":"https://www.academia.edu/14653031/Mediated_Development_Inter_psychological_activity_for_L2_education","translated_internal_url":"","created_at":"2015-08-04T07:14:46.213-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":4839218,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[{"id":17561886,"work_id":14653031,"tagging_user_id":4839218,"tagged_user_id":100672898,"co_author_invite_id":4026253,"email":"m***8@psu.edu","display_order":-1,"name":"Matthew Poehner","title":"Mediated Development: Inter-psychological activity for L2 education"}],"downloadable_attachments":[{"id":38379850,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/38379850/thumbnails/1.jpg","file_name":"Poehner__M___Infante__P_2015_Mediated_Development_-_Inter-psychological_activity_for_L2_education.pdf","download_url":"https://www.academia.edu/attachments/38379850/download_file?st=MTczNDAzNzIyMCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Mediated_Development_Inter_psychological.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/38379850/Poehner__M___Infante__P_2015_Mediated_Development_-_Inter-psychological_activity_for_L2_education-libre.pdf?1438698063=\u0026response-content-disposition=attachment%3B+filename%3DMediated_Development_Inter_psychological.pdf\u0026Expires=1734040820\u0026Signature=dQlS7BuM6CrMm23PlMEJFo4dlyyACXZ0vEh4mfIH2qqWZoCpZQLXCIoyaB2fOjveDVsU-O5gHtTrGSJv6vuvplSZdx12Q6sTLytZzchGIKQ0VlgkiTz1ZI0IrmUH1T~bqdg93Bh-TuWASi0kS1waQ1s~MpheyotMHNokDoqDUNsJKC5li9Pdk1eqcLXPFBibCsQ2Ci0HmoxPbw76nY2YMVeJqaMwi8-ocuFhW7EQRsvdTSuLa8c387cSiQwkhrIJT6h4n17qNlb7C4dSxJRX2WhQlYAxLxV0WTBCrkIr7R0dIMzElpzsd2x7Mn1bjpoW4dMJXRzAoo-ZNcNhEAbJ7A__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Mediated_Development_Inter_psychological_activity_for_L2_education","translated_slug":"","page_count":23,"language":"en","content_type":"Work","summary":"L2 Vygotskian research has turned increasingly toward the design of educational practices to promote learner development. Two important strands of work that have emerged Systemic Theoretical Instruction (STI), wherein L2 curricula are organized\naround linguistic concepts, and Dynamic Assessment, emphasizing mediators and learners engaged in what Vygotsky described as inter-psychological activity.\nThis paper examines processes of mediator-learner interaction in the context of an STI program targeting learner understanding of the English tense-aspect system. Importantly, the focus of interaction was not to diagnose learner L2 abilities but to introduce specially designed pedagogical materials, or tools. The framework of Mediated Learning, developed by Reuven Feuerstein through his work with learners with special needs, guided the approach taken to joint mediator-learner functioning. Close analysis of transcribed mediator-learner interactions point to processes through which materials come to function as tools and the importance of the social relation created by mediators and learners.","owner":{"id":4839218,"first_name":"Paolo","middle_initials":null,"last_name":"Infante","page_name":"PaoloInfante","domain_name":"mnsu","created_at":"2013-07-14T08:25:47.053-07:00","display_name":"Paolo Infante","url":"https://mnsu.academia.edu/PaoloInfante"},"attachments":[{"id":38379850,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/38379850/thumbnails/1.jpg","file_name":"Poehner__M___Infante__P_2015_Mediated_Development_-_Inter-psychological_activity_for_L2_education.pdf","download_url":"https://www.academia.edu/attachments/38379850/download_file?st=MTczNDAzNzIyMCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Mediated_Development_Inter_psychological.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/38379850/Poehner__M___Infante__P_2015_Mediated_Development_-_Inter-psychological_activity_for_L2_education-libre.pdf?1438698063=\u0026response-content-disposition=attachment%3B+filename%3DMediated_Development_Inter_psychological.pdf\u0026Expires=1734040820\u0026Signature=dQlS7BuM6CrMm23PlMEJFo4dlyyACXZ0vEh4mfIH2qqWZoCpZQLXCIoyaB2fOjveDVsU-O5gHtTrGSJv6vuvplSZdx12Q6sTLytZzchGIKQ0VlgkiTz1ZI0IrmUH1T~bqdg93Bh-TuWASi0kS1waQ1s~MpheyotMHNokDoqDUNsJKC5li9Pdk1eqcLXPFBibCsQ2Ci0HmoxPbw76nY2YMVeJqaMwi8-ocuFhW7EQRsvdTSuLa8c387cSiQwkhrIJT6h4n17qNlb7C4dSxJRX2WhQlYAxLxV0WTBCrkIr7R0dIMzElpzsd2x7Mn1bjpoW4dMJXRzAoo-ZNcNhEAbJ7A__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="profile--tab_heading_container js-section-heading" data-section="Thesis Chapters" id="Thesis Chapters"><h3 class="profile--tab_heading_container">Thesis Chapters by Paolo Infante</h3></div><div class="js-work-strip profile--work_container" data-work-id="31432894"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/31432894/Mediated_Development_Promoting_L2_Conceptual_Development_through_Interpsychological_Activity"><img alt="Research paper thumbnail of Mediated Development: Promoting L2 Conceptual Development through Interpsychological Activity" class="work-thumbnail" src="https://attachments.academia-assets.com/51795406/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/31432894/Mediated_Development_Promoting_L2_Conceptual_Development_through_Interpsychological_Activity">Mediated Development: Promoting L2 Conceptual Development through Interpsychological Activity</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">In the evolution of the foreign/second language (L2) acquisition field, frequent appeals have bee...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">In the evolution of the foreign/second language (L2) acquisition field, frequent appeals have been made to change the composition of L2 grammar curriculum and instruction (Lally, 1998;. These calls have had limited impact on curricular and instructional practices in the teaching of L2 grammar .</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="0e7a1e7a02df00ea32ca75d0886ac724" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":51795406,"asset_id":31432894,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/51795406/download_file?st=MTczNDAzNzIyMCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="31432894"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="31432894"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 31432894; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=31432894]").text(description); $(".js-view-count[data-work-id=31432894]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 31432894; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='31432894']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 31432894, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "0e7a1e7a02df00ea32ca75d0886ac724" } } $('.js-work-strip[data-work-id=31432894]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":31432894,"title":"Mediated Development: Promoting L2 Conceptual Development through Interpsychological Activity","translated_title":"","metadata":{"grobid_abstract":"In the evolution of the foreign/second language (L2) acquisition field, frequent appeals have been made to change the composition of L2 grammar curriculum and instruction (Lally, 1998;. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> </div><div class="profile--tab_content_container js-tab-pane tab-pane" data-section-id="2112106" id="bookreviews"><div class="js-work-strip profile--work_container" data-work-id="45176753"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/45176753/Applied_Linguistics_Towards_a_New_Integration_by_Lars_Sigfred_Evensen_2013_"><img alt="Research paper thumbnail of Applied Linguistics: Towards a New Integration? by Lars Sigfred Evensen (2013)" class="work-thumbnail" src="https://attachments.academia-assets.com/65771732/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/45176753/Applied_Linguistics_Towards_a_New_Integration_by_Lars_Sigfred_Evensen_2013_">Applied Linguistics: Towards a New Integration? by Lars Sigfred Evensen (2013)</a></div><div class="wp-workCard_item"><span>Language and Sociocultural Theory</span><span>, 2021</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="b06882ed531aa633da063e2a78a7dd3d" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":65771732,"asset_id":45176753,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/65771732/download_file?st=MTczNDAzNzIyMCw4LjIyMi4yMDguMTQ2&st=MTczNDAzNzIxOSw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="45176753"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="45176753"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 45176753; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="9225062"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/9225062/Carl_Ratner_2011_Macrocultural_Psychology_A_Political_Philosophy_of_Mind"><img alt="Research paper thumbnail of Carl Ratner (2011) Macrocultural Psychology: A Political Philosophy of Mind" class="work-thumbnail" src="https://attachments.academia-assets.com/35499504/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/9225062/Carl_Ratner_2011_Macrocultural_Psychology_A_Political_Philosophy_of_Mind">Carl Ratner (2011) Macrocultural Psychology: A Political Philosophy of Mind</a></div><div class="wp-workCard_item"><span>Language and Sociocultural Theory</span><span>, 2014</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Macro Cultural Psychology is a fascinating work that compels social-justice oriented practitioner...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Macro Cultural Psychology is a fascinating work that compels social-justice oriented practitioners and scholars across academic disciplines to give serious attention to the role that macro-level features of culture -social institutions, cultural artifacts, and cultural concepts -play in shaping human psychology. Advocating for social change is at the heart of this volume, and Ratner places the field of Psychology at the nexus of social transformation. However, the author views mainstream approaches to Psychology, which treat mind and culture as separate and autonomous entities, as ineffective tools to understanding, assessing, and improving society. Vygotsky had originally conveyed the same message in his seminal work The Historical Meaning of the Crisis in Psychology: A Methodological Investigation (1926/2004, in which the Russian scholar critiqued the theoretical and methodological fragmentation of Psychology into its various sub-disciplines. In an effort to address the absence of a general unified theory of Psychology, Ratner extends the work of the cultural historical school by formulating a pioneering cultural psychological model that dialectically integrates culture and psychology for the purpose of social reform.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="122973749c5ba706c0b9f0b216bbf9a7" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":35499504,"asset_id":9225062,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/35499504/download_file?st=MTczNDAzNzIyMCw4LjIyMi4yMDguMTQ2&st=MTczNDAzNzIyMCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="9225062"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="9225062"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 9225062; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=9225062]").text(description); $(".js-view-count[data-work-id=9225062]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 9225062; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='9225062']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 9225062, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "122973749c5ba706c0b9f0b216bbf9a7" } } $('.js-work-strip[data-work-id=9225062]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":9225062,"title":"Carl Ratner (2011) Macrocultural Psychology: A Political Philosophy of Mind","translated_title":"","metadata":{"doi":"10.1558/lst.v1i2.205","issue":"2","volume":"1","page_numbers":"205-208","grobid_abstract":"Macro Cultural Psychology is a fascinating work that compels social-justice oriented practitioners and scholars across academic disciplines to give serious attention to the role that macro-level features of culture -social institutions, cultural artifacts, and cultural concepts -play in shaping human psychology. 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Particular attention has been paid to overcoming this methodological gap within the L2 Vygotskian tradition, particularly through concept-based approaches. More recently, Poehner &amp; Infante, 2015 , Poehner &amp; Infante, 2017 have proposed Mediated Development (MD), a framework for guiding dialogic interaction with learners intended to render concept-based instructional materials as cognitive tools to regulate learner L2 use. The present paper extends this work by examining a particular aspect of learner development: self-generated representations of an abstract linguistic concept. Analysis of recorded and transcribed interactions between a mediator and secondary school and university ESL learners reveals how modeling and controlled practice activities of the instructional materials, informed by the MD framework, were critical to participant ability to create original conceptual representations of the English tense-aspect system that elaborated the concepts presented by the mediator. We discuss this finding in relation to Newman and Holzman&#39;s (1993) proposal of tool-and-result as a Vygotskian methodology.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="118398235"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="118398235"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 118398235; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=118398235]").text(description); $(".js-view-count[data-work-id=118398235]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 118398235; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='118398235']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 118398235, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=118398235]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":118398235,"title":"Alex, the toolmaker: Tool-and-result activity in the L2 learning context","translated_title":"","metadata":{"abstract":"Abstract 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 employ instructional materials during authentic tasks. Particular attention has been paid to overcoming this methodological gap within the L2 Vygotskian tradition, particularly through concept-based approaches. More recently, Poehner \u0026amp; Infante, 2015 , Poehner \u0026amp; Infante, 2017 have proposed Mediated Development (MD), a framework for guiding dialogic interaction with learners intended to render concept-based instructional materials as cognitive tools to regulate learner L2 use. The present paper extends this work by examining a particular aspect of learner development: self-generated representations of an abstract linguistic concept. Analysis of recorded and transcribed interactions between a mediator and secondary school and university ESL learners reveals how modeling and controlled practice activities of the instructional materials, informed by the MD framework, were critical to participant ability to create original conceptual representations of the English tense-aspect system that elaborated the concepts presented by the mediator. 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We discuss this finding in relation to Newman and Holzman\u0026#39;s (1993) proposal of tool-and-result as a Vygotskian methodology.","internal_url":"https://www.academia.edu/118398235/Alex_the_toolmaker_Tool_and_result_activity_in_the_L2_learning_context","translated_internal_url":"","created_at":"2024-05-01T16:42:16.380-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":4839218,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[],"downloadable_attachments":[],"slug":"Alex_the_toolmaker_Tool_and_result_activity_in_the_L2_learning_context","translated_slug":"","page_count":null,"language":"en","content_type":"Work","summary":"Abstract 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 employ instructional materials during authentic tasks. Particular attention has been paid to overcoming this methodological gap within the L2 Vygotskian tradition, particularly through concept-based approaches. More recently, Poehner \u0026amp; Infante, 2015 , Poehner \u0026amp; Infante, 2017 have proposed Mediated Development (MD), a framework for guiding dialogic interaction with learners intended to render concept-based instructional materials as cognitive tools to regulate learner L2 use. The present paper extends this work by examining a particular aspect of learner development: self-generated representations of an abstract linguistic concept. Analysis of recorded and transcribed interactions between a mediator and secondary school and university ESL learners reveals how modeling and controlled practice activities of the instructional materials, informed by the MD framework, were critical to participant ability to create original conceptual representations of the English tense-aspect system that elaborated the concepts presented by the mediator. 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The emergence of this important field of inquiry has overlapped with a growing body of L2 Sociocultural Theory (SCT) research referred to as Concept-Based Language Instruction (CBLI). CBLI comprises approaches to organizing language curricula around linguistic concepts that can be presented to learners through specially designed materials, including images, diagrams, and models (e.g., Poehner et al., 2019). Among these approaches is Mediated Development (MD), distinct for its emphasis on the ecology developed through the interactions among learners, teachers, and instructional materials (Infante, 2016). The present study seeks to examine how learner sensory and cognitive engagement with concept-based materials may help their construction and expression of meanings in the L2 and the ways in which engagement with and through material forms of mediation may contribute to the organization of L2 classroom discourse, pushing it beyond more conventional patterns. We explore these points through interactional data drawn from a recent MD project conducted in an intact Intensive English classroom.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="f82e67fc75a6d976e3c1ce1fe487f684" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":87208468,"asset_id":81020247,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/87208468/download_file?st=MTczNDAzNzIyMCw4LjIyMi4yMDguMTQ2&st=MTczNDAzNzIyMCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="81020247"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="81020247"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 81020247; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=81020247]").text(description); $(".js-view-count[data-work-id=81020247]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 81020247; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='81020247']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 81020247, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "f82e67fc75a6d976e3c1ce1fe487f684" } } $('.js-work-strip[data-work-id=81020247]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":81020247,"title":"Mediated Development: A Nexus of Dialogic and Material Mediation in the Second Language Classroom","translated_title":"","metadata":{"doi":"10.1007/978-3-030-98116-7_7","abstract":"The development of pedagogical materials and their use in second language (L2) classroom contexts has received an increased amount of attention by L2 researchers for their role in mediating language learning and teaching experiences (e.g., Guerrettaz and Johnston, 2013). 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We explore these points through interactional data drawn from a recent MD project conducted in an intact Intensive English classroom.","owner":{"id":4839218,"first_name":"Paolo","middle_initials":null,"last_name":"Infante","page_name":"PaoloInfante","domain_name":"mnsu","created_at":"2013-07-14T08:25:47.053-07:00","display_name":"Paolo Infante","url":"https://mnsu.academia.edu/PaoloInfante"},"attachments":[{"id":87208468,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/87208468/thumbnails/1.jpg","file_name":"Infante_Poehner_2022_MD_A_Nexus_of_dialogic_and_material_mediation_in_the_L2_classroom.pdf","download_url":"https://www.academia.edu/attachments/87208468/download_file?st=MTczNDAzNzIyMCw4LjIyMi4yMDguMTQ2&st=MTczNDAzNzIyMCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Mediated_Development_A_Nexus_of_Dialogic.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/87208468/Infante_Poehner_2022_MD_A_Nexus_of_dialogic_and_material_mediation_in_the_L2_classroom-libre.pdf?1654704039=\u0026response-content-disposition=attachment%3B+filename%3DMediated_Development_A_Nexus_of_Dialogic.pdf\u0026Expires=1734040820\u0026Signature=fqwDTtVX2Mfw6CrNSzC1i1RXI12XlgMfvhnOyWdgJx8ItsAuEzrG7As2m0kDj9O~MlQI2FCfrMh6UzuFkXC5-RxTwLZwFCbTVke8N3qraUTNHJ0Ylxx8mfXhex4nXf-v1QcwJFRva~FCiS-kdlqQ1DFNnMXTe7WgIFctOalsQIVPF1pjbNgg3zgNRC5xmGi1iw9yyX9WrJzJb~fnxKc8m9-WfDMDVOcg-tp2gJRsiUPJyQw~MBr8NjcLn0u9wKezF0vj2iRIT2QVxZCg-dMBuGhzkvR1ubFugk8oCw9UazArn-3qlqZCy2s-iF5qnyOkSuZkVJworGtsfw1hfnu7ug__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":1007,"name":"Teaching English as a Second Language","url":"https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language"},{"id":5794,"name":"TESOL","url":"https://www.academia.edu/Documents/in/TESOL"},{"id":10174,"name":"Mediation","url":"https://www.academia.edu/Documents/in/Mediation"},{"id":44439,"name":"Vygotsky's Sociocultural Theory","url":"https://www.academia.edu/Documents/in/Vygotskys_Sociocultural_Theory"},{"id":217798,"name":"Sociocultural Theory and Second Language Acquisition","url":"https://www.academia.edu/Documents/in/Sociocultural_Theory_and_Second_Language_Acquisition"},{"id":481768,"name":"Grammar Teaching","url":"https://www.academia.edu/Documents/in/Grammar_Teaching"},{"id":566730,"name":"Grammar instruction","url":"https://www.academia.edu/Documents/in/Grammar_instruction"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="45176768"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/45176768/Alex_the_toolmaker_Tool_and_result_activity_in_the_L2_learning_context"><img alt="Research paper thumbnail of Alex, the toolmaker: Tool-and-result activity in the L2 learning context" class="work-thumbnail" src="https://attachments.academia-assets.com/67031462/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/45176768/Alex_the_toolmaker_Tool_and_result_activity_in_the_L2_learning_context">Alex, the toolmaker: Tool-and-result activity in the L2 learning context</a></div><div class="wp-workCard_item"><span>Linguistics and Education</span><span>, 2021</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The L2 field has seen recurrent calls for pedagogical approaches that, on the one hand, emphasize...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">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 employ instructional materials during authentic tasks. Particular attention has been paid to overcoming this methodological gap within the L2 Vygotskian tradition, particularly through concept-based approaches. More recently, Poehner & Infante (2015, 2017) have proposed Mediated Development (MD), a framework for guiding dialogic interaction with learners intended to render concept-based instructional materials as cognitive tools to regulate learner L2 use. The present paper extends this work by examining a particular aspect of learner development: self-generated representations of an abstract linguistic concept. Analysis of recorded and transcribed interactions between a mediator and secondary school and university ESL learners reveals how modeling and controlled practice activities of the instructional materials, informed by the MD framework, were critical to participant ability to create original conceptual representations of the English tense-aspect system that elaborated the concepts presented by the mediator. We discuss this finding in relation to Newman and Holzman's (1993) proposal of tool-and-result as a Vygotskian methodology.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="b2884205eb5f0b9455a6d5f016d01fde" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":67031462,"asset_id":45176768,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/67031462/download_file?st=MTczNDAzNzIyMCw4LjIyMi4yMDguMTQ2&st=MTczNDAzNzIyMCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="45176768"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="45176768"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 45176768; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=45176768]").text(description); $(".js-view-count[data-work-id=45176768]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 45176768; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='45176768']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 45176768, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "b2884205eb5f0b9455a6d5f016d01fde" } } $('.js-work-strip[data-work-id=45176768]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":45176768,"title":"Alex, the toolmaker: Tool-and-result activity in the L2 learning context","translated_title":"","metadata":{"doi":"10.1016/j.linged.2020.100862","abstract":"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 employ instructional materials during authentic tasks. 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Two areas of L2 sociocultural theory (SCT-L2) scholarship that draw upon the ZPD as a framework for organizing instructional interactions are Dynamic Assessment (DA), wherein mediator-learner interaction functions to diagnose learner maturing abilities (Poehner, 2008), and Mediated Development (MD), an interactional framework that fosters learner capacity to understand and employ L2 concepts within communicative activities (Poehner and Infante, 2017). We argue that DA foregrounds assessing learner emerging abilities without losing sight of their development through instruction, while MD shows how appropriate instruction has to include assessing the learner. This paper extends the argument that ZPD activity represents the dialectical relation between teaching and assessing through analysis of transcribed classroom interaction that supports the perspective that DA and MD can function together as part of a coherent SCT-L2 pedagogy.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="3bdfa617cd7961c725c57eb0ac15332e" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":60486638,"asset_id":40252990,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/60486638/download_file?st=MTczNDAzNzIyMCw4LjIyMi4yMDguMTQ2&st=MTczNDAzNzIyMCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="40252990"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="40252990"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 40252990; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=40252990]").text(description); $(".js-view-count[data-work-id=40252990]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 40252990; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='40252990']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 40252990, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "3bdfa617cd7961c725c57eb0ac15332e" } } $('.js-work-strip[data-work-id=40252990]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":40252990,"title":"Realizing the ZPD in Second Language Education: The Complementary Contributions of Dynamic Assessment and Mediated Development","translated_title":"","metadata":{"doi":"10.1558/lst.38916","abstract":"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. 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The present research extends this work by integrating it with the pedagogical proposals of Reuven Feuerstein. We propose a framework, Mediated Development (MD-L2), that emphasizes mediation through concepts but that offers a structured, interactional approach to guiding learners to engage with and internalize concepts. Following a presentation of the framework, we provide examples and interactional excerpts drawn from a recent project aimed at helping adolescent and university learners of English understand the tense-aspect system and employ it to regulate their use of the language in writing. Careful analysis of the representations of the tense-aspect system employed in the program , the psychological actions targeted by learning tasks, and the contributions of an expert interlocutor (a mediator) as he engaged individually with a focal learner in the project offer insights into the complementary nature of symbolic and dialogic mediation in promoting new ways of thinking about and using the meaning-making affordance in language. Implications for curriculum and instruction more broadly are considered.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="b507201335d4192cf1e72cd113734b9b" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":59968755,"asset_id":39783930,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/59968755/download_file?st=MTczNDAzNzIyMCw4LjIyMi4yMDguMTQ2&st=MTczNDAzNzIyMCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="39783930"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="39783930"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 39783930; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=39783930]").text(description); $(".js-view-count[data-work-id=39783930]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 39783930; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='39783930']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 39783930, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "b507201335d4192cf1e72cd113734b9b" } } $('.js-work-strip[data-work-id=39783930]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":39783930,"title":"Mediated Development and the internalization of psychological tools in second language (L2) education","translated_title":"","metadata":{"doi":"10.1016/j.lcsi.2019.100322","abstract":"A relatively recent and important line of research in the second language (L2) follows Vygotsky's analysis of scientific concepts and attempts to reorganize language curricula according to linguistic concepts that learners might employ to regulate their L2 use. 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Implications for curriculum and instruction more broadly are considered.","owner":{"id":4839218,"first_name":"Paolo","middle_initials":null,"last_name":"Infante","page_name":"PaoloInfante","domain_name":"mnsu","created_at":"2013-07-14T08:25:47.053-07:00","display_name":"Paolo Infante","url":"https://mnsu.academia.edu/PaoloInfante"},"attachments":[{"id":59968755,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/59968755/thumbnails/1.jpg","file_name":"Poehner__Infante_2019_MD_and_the_internalization_of_psychological_tools_in_L2_education20190709-44911-8ofijg.pdf","download_url":"https://www.academia.edu/attachments/59968755/download_file?st=MTczNDAzNzIyMCw4LjIyMi4yMDguMTQ2&st=MTczNDAzNzIyMCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Mediated_Development_and_the_internaliza.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/59968755/Poehner__Infante_2019_MD_and_the_internalization_of_psychological_tools_in_L2_education20190709-44911-8ofijg-libre.pdf?1562702045=\u0026response-content-disposition=attachment%3B+filename%3DMediated_Development_and_the_internaliza.pdf\u0026Expires=1734040820\u0026Signature=UHKkkcL9~ezG6LNPlCYYVt2lbh9cqe0Wu5pcSuVyibXXxJiEg3DkzbOb9Om7k~NTQyKThe7Rmp8IgbHc4UpS4rPW3yJ8sS9nb-q9B2ZKgtTeDbYaDyy5fdPYM8aOUeE4oVZvnt7QwBVI9NaXgw-uXUzgaeZRvc2vxf~FhU4qxrBSw-cdfupGnv5ZqbV5EFAJZ1rAJw97TEkxZ8OKj9CTrjgg3DqlOJPRDcI5PwxsgJvRDvi4W9qWvN5fPGeUn2tgzIJF1KVwvOs-5J-lrGWKsIQ8t3dIltPXQvnKqP7IU1icVZFd2cKrBhdbdO-d9aDvK4uyGywSrqPVV7raTf~LMQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":11237,"name":"Sociocultural Theory Of Learning","url":"https://www.academia.edu/Documents/in/Sociocultural_Theory_Of_Learning"},{"id":13297,"name":"Cognitive Linguistics","url":"https://www.academia.edu/Documents/in/Cognitive_Linguistics"},{"id":17282,"name":"English Grammar","url":"https://www.academia.edu/Documents/in/English_Grammar"},{"id":42988,"name":"Cognitive Grammar","url":"https://www.academia.edu/Documents/in/Cognitive_Grammar"},{"id":44439,"name":"Vygotsky's Sociocultural Theory","url":"https://www.academia.edu/Documents/in/Vygotskys_Sociocultural_Theory"},{"id":102769,"name":"Zone of proximal development","url":"https://www.academia.edu/Documents/in/Zone_of_proximal_development"},{"id":545093,"name":"ESL/EFL Writing","url":"https://www.academia.edu/Documents/in/ESL_EFL_Writing"},{"id":566730,"name":"Grammar instruction","url":"https://www.academia.edu/Documents/in/Grammar_instruction"},{"id":827606,"name":"English As a Second Language (ESL)","url":"https://www.academia.edu/Documents/in/English_As_a_Second_Language_ESL_"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="38170405"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/38170405/Mediational_Processes_in_Support_of_Learner_L2_Writing_Development"><img alt="Research paper thumbnail of Mediational Processes in Support of Learner L2 Writing Development" class="work-thumbnail" src="https://attachments.academia-assets.com/58205473/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/38170405/Mediational_Processes_in_Support_of_Learner_L2_Writing_Development">Mediational Processes in Support of Learner L2 Writing Development</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/MatthewPoehner">Matthew Poehner</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://mnsu.academia.edu/PaoloInfante">Paolo Infante</a>, and <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/YumiTakamiya">Yumi Takamiya</a></span></div><div class="wp-workCard_item"><span>Journal of Cognitive Education and Psychology</span><span>, 2018</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The present article reports on a study that extends Dynamic Assessment (DA) to the domain of seco...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">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 the importance of multiple drafts, opportunities for feedback, and attempts at revision. The present study, undertaken collaboratively with an experienced classroom teacher of L2 Japanese, reformulated this process as three interrelated stages of mediated activity: an initial DA session in which the teacher prompted learners to identify and correct errors in order to identify knowledge and abilities that were in the process of emerging; a peer mediation session to collaboratively review, discuss, and correct exemplar sentences containing representative problematic constructions; and a whole-class discussion of the language constructions. Analysis of recorded and transcribed sessions indicates the value to learners of collaboratively discussing and correcting similar error types in their peers’ writing.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="2bc1bff505e6daae3220d78affd10faf" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":58205473,"asset_id":38170405,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/58205473/download_file?st=MTczNDAzNzIyMCw4LjIyMi4yMDguMTQ2&st=MTczNDAzNzIyMCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="38170405"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="38170405"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 38170405; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=38170405]").text(description); $(".js-view-count[data-work-id=38170405]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 38170405; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='38170405']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 38170405, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "2bc1bff505e6daae3220d78affd10faf" } } $('.js-work-strip[data-work-id=38170405]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":38170405,"title":"Mediational Processes in Support of Learner L2 Writing Development","translated_title":"","metadata":{"doi":"10. 1891/ 1945- 8959. 17. 1. 112","abstract":"The present article reports on a study that extends Dynamic Assessment (DA) to the domain of second language (L2) writing instruction. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="37568500"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/37568500/Translanguaging_as_pedagogy_developing_learner_scientific_discursive_practices_in_a_bilingual_middle_school_science_classroom"><img alt="Research paper thumbnail of Translanguaging as pedagogy: developing learner scientific discursive practices in a bilingual middle school science classroom" class="work-thumbnail" src="https://attachments.academia-assets.com/57545757/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/37568500/Translanguaging_as_pedagogy_developing_learner_scientific_discursive_practices_in_a_bilingual_middle_school_science_classroom">Translanguaging as pedagogy: developing learner scientific discursive practices in a bilingual middle school science classroom</a></div><div class="wp-workCard_item"><span>International Journal of Bilingual Education and Bilingualism</span><span>, 2018</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This article investigates translanguaging as pedagogy in an English/ Spanish dual language middle...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This article investigates translanguaging as pedagogy in an English/<br />Spanish dual language middle school science classroom as teacher and<br />students engage in scientific argumentation about issues of biodiversity.<br />Drawing from literature on bilingual education, bilingualism,<br />linguistically responsive teaching, and scientific argumentation, we<br />consider how the translanguaging practices of a middle school science<br />teacher afforded emergent bilingual students access to the discourse<br />intensive scientific practices being foregrounded in a science education<br />reform-based curriculum intervention. Using ethnographically informed<br />data collection in conjunction with discourse analysis, teacher<br />translanguaging is examined for its potential in framing and supporting<br />student access to the practice of scientific argumentation. Results<br />suggest translanguaging as pedagogy functioned as a linguistically<br />responsive approach that afforded emergent bilinguals access to the<br />scientific practices and content of the curriculum intervention.<br />Implications for bilingual education and science education are discussed.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="19a159102af44b93cf25ab37600aa252" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":57545757,"asset_id":37568500,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/57545757/download_file?st=MTczNDAzNzIyMSw4LjIyMi4yMDguMTQ2&st=MTczNDAzNzIyMCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="37568500"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="37568500"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 37568500; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=37568500]").text(description); $(".js-view-count[data-work-id=37568500]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 37568500; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='37568500']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 37568500, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "19a159102af44b93cf25ab37600aa252" } } $('.js-work-strip[data-work-id=37568500]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":37568500,"title":"Translanguaging as pedagogy: developing learner scientific discursive practices in a bilingual middle school science classroom","translated_title":"","metadata":{"doi":"10.1080/13670050.2018.1526885","abstract":"This article investigates translanguaging as pedagogy in an English/\nSpanish dual language middle school science classroom as teacher and\nstudents engage in scientific argumentation about issues of biodiversity.\nDrawing from literature on bilingual education, bilingualism,\nlinguistically responsive teaching, and scientific argumentation, we\nconsider how the translanguaging practices of a middle school science\nteacher afforded emergent bilingual students access to the discourse\nintensive scientific practices being foregrounded in a science education\nreform-based curriculum intervention. Using ethnographically informed\ndata collection in conjunction with discourse analysis, teacher\ntranslanguaging is examined for its potential in framing and supporting\nstudent access to the practice of scientific argumentation. Results\nsuggest translanguaging as pedagogy functioned as a linguistically\nresponsive approach that afforded emergent bilinguals access to the\nscientific practices and content of the curriculum intervention.\nImplications for bilingual education and science education are discussed.","publication_date":{"day":null,"month":null,"year":2018,"errors":{}},"publication_name":"International Journal of Bilingual Education and Bilingualism"},"translated_abstract":"This article investigates translanguaging as pedagogy in an English/\nSpanish dual language middle school science classroom as teacher and\nstudents engage in scientific argumentation about issues of biodiversity.\nDrawing from literature on bilingual education, bilingualism,\nlinguistically responsive teaching, and scientific argumentation, we\nconsider how the translanguaging practices of a middle school science\nteacher afforded emergent bilingual students access to the discourse\nintensive scientific practices being foregrounded in a science education\nreform-based curriculum intervention. Using ethnographically informed\ndata collection in conjunction with discourse analysis, teacher\ntranslanguaging is examined for its potential in framing and supporting\nstudent access to the practice of scientific argumentation. Results\nsuggest translanguaging as pedagogy functioned as a linguistically\nresponsive approach that afforded emergent bilinguals access to the\nscientific practices and content of the curriculum intervention.\nImplications for bilingual education and science education are discussed.","internal_url":"https://www.academia.edu/37568500/Translanguaging_as_pedagogy_developing_learner_scientific_discursive_practices_in_a_bilingual_middle_school_science_classroom","translated_internal_url":"","created_at":"2018-10-11T06:45:30.923-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":4839218,"coauthors_can_edit":true,"document_type":"paper","co_author_tags":[{"id":31947615,"work_id":37568500,"tagging_user_id":4839218,"tagged_user_id":50127004,"co_author_invite_id":null,"email":"r***l@gmail.com","display_order":1,"name":"Peter Licona","title":"Translanguaging as pedagogy: developing learner scientific discursive practices in a bilingual middle school science classroom"}],"downloadable_attachments":[{"id":57545757,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/57545757/thumbnails/1.jpg","file_name":"Infante___Licona_2018_Translanguaging_as_pedagogy_-developing_learner_scientific_discursive_practices.pdf","download_url":"https://www.academia.edu/attachments/57545757/download_file?st=MTczNDAzNzIyMSw4LjIyMi4yMDguMTQ2&st=MTczNDAzNzIyMCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Translanguaging_as_pedagogy_developing_l.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/57545757/Infante___Licona_2018_Translanguaging_as_pedagogy_-developing_learner_scientific_discursive_practices-libre.pdf?1539265863=\u0026response-content-disposition=attachment%3B+filename%3DTranslanguaging_as_pedagogy_developing_l.pdf\u0026Expires=1734040820\u0026Signature=VDPb5sFEJYiaK1bzUVjc8vSTf8BWnAcSJmEbrmc7zPpF7pUu9CwK7UBP7kCMpuVAkhM9juGwQSRCmUPBGgYhWyenkCybLQTR5Y~HLXCBG-JFXG9BUouof8kUOXSSWT1U-DI1P~gc6jGawX3oRLHm~RGpQBVvOtpdQbvQrUd0LoEtcw5QHXAACKMl06hzt1PttRj4aYV4k7oHtMHykZWZgedQR7NiBm0ZF89q6OPWcFVaAfz3CMUMx7aUJW3EZlzDmcN8To4UG2GhCm0Vnf6qRNXjPjse-NkYpT~WD7lTXBivkLWZwYwqbYDGBC6VnbemQWHjIDr2eHIRqPTsNmTHcg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Translanguaging_as_pedagogy_developing_learner_scientific_discursive_practices_in_a_bilingual_middle_school_science_classroom","translated_slug":"","page_count":15,"language":"en","content_type":"Work","summary":"This article investigates translanguaging as pedagogy in an English/\nSpanish dual language middle school science classroom as teacher and\nstudents engage in scientific argumentation about issues of biodiversity.\nDrawing from literature on bilingual education, bilingualism,\nlinguistically responsive teaching, and scientific argumentation, we\nconsider how the translanguaging practices of a middle school science\nteacher afforded emergent bilingual students access to the discourse\nintensive scientific practices being foregrounded in a science education\nreform-based curriculum intervention. Using ethnographically informed\ndata collection in conjunction with discourse analysis, teacher\ntranslanguaging is examined for its potential in framing and supporting\nstudent access to the practice of scientific argumentation. Results\nsuggest translanguaging as pedagogy functioned as a linguistically\nresponsive approach that afforded emergent bilinguals access to the\nscientific practices and content of the curriculum intervention.\nImplications for bilingual education and science education are discussed.","owner":{"id":4839218,"first_name":"Paolo","middle_initials":null,"last_name":"Infante","page_name":"PaoloInfante","domain_name":"mnsu","created_at":"2013-07-14T08:25:47.053-07:00","display_name":"Paolo Infante","url":"https://mnsu.academia.edu/PaoloInfante"},"attachments":[{"id":57545757,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/57545757/thumbnails/1.jpg","file_name":"Infante___Licona_2018_Translanguaging_as_pedagogy_-developing_learner_scientific_discursive_practices.pdf","download_url":"https://www.academia.edu/attachments/57545757/download_file?st=MTczNDAzNzIyMSw4LjIyMi4yMDguMTQ2&st=MTczNDAzNzIyMCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Translanguaging_as_pedagogy_developing_l.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/57545757/Infante___Licona_2018_Translanguaging_as_pedagogy_-developing_learner_scientific_discursive_practices-libre.pdf?1539265863=\u0026response-content-disposition=attachment%3B+filename%3DTranslanguaging_as_pedagogy_developing_l.pdf\u0026Expires=1734040820\u0026Signature=VDPb5sFEJYiaK1bzUVjc8vSTf8BWnAcSJmEbrmc7zPpF7pUu9CwK7UBP7kCMpuVAkhM9juGwQSRCmUPBGgYhWyenkCybLQTR5Y~HLXCBG-JFXG9BUouof8kUOXSSWT1U-DI1P~gc6jGawX3oRLHm~RGpQBVvOtpdQbvQrUd0LoEtcw5QHXAACKMl06hzt1PttRj4aYV4k7oHtMHykZWZgedQR7NiBm0ZF89q6OPWcFVaAfz3CMUMx7aUJW3EZlzDmcN8To4UG2GhCm0Vnf6qRNXjPjse-NkYpT~WD7lTXBivkLWZwYwqbYDGBC6VnbemQWHjIDr2eHIRqPTsNmTHcg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":11658,"name":"Bilingual Education","url":"https://www.academia.edu/Documents/in/Bilingual_Education"},{"id":89498,"name":"Scientific Argumentation","url":"https://www.academia.edu/Documents/in/Scientific_Argumentation"},{"id":973080,"name":"Translanguaging","url":"https://www.academia.edu/Documents/in/Translanguaging"},{"id":1184339,"name":"Emergent Bilinguals","url":"https://www.academia.edu/Documents/in/Emergent_Bilinguals"},{"id":3038729,"name":"linguistically responsive teaching","url":"https://www.academia.edu/Documents/in/linguistically_responsive_teaching"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="37218758"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/37218758/Mediated_Development_Promoting_Learner_Internalization_of_L2_Concepts_through_Cognitive_Process_Focused_Activities"><img alt="Research paper thumbnail of Mediated Development: Promoting Learner Internalization of L2 Concepts through Cognitive-Process Focused Activities" class="work-thumbnail" src="https://attachments.academia-assets.com/65214206/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/37218758/Mediated_Development_Promoting_Learner_Internalization_of_L2_Concepts_through_Cognitive_Process_Focused_Activities">Mediated Development: Promoting Learner Internalization of L2 Concepts through Cognitive-Process Focused Activities</a></div><div class="wp-workCard_item"><span>Routledge Handbook of Sociocultural Theory and Second Language Development</span><span>, 2018</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">While studies of Vygotskian concept-based L2 instruction have generated notable outcomes, they ha...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">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 chapter discusses an interactional framework, termed Mediated Development (MD) (Poehner & Infante, 2015, 2016), for systematically integrating mediator-learner dialogue to promote learner symbolic tool understanding and use within a Vygotskian concept-based program. Informed by the work of Feuerstein and his associates (e.g., Feuerstein, Hoffman, Jensen and Rand, 1985), MD serves as a dialectical counterpart to Dynamic Assessment (DA), as mediator-learner interaction is oriented toward the teaching function of ZPD activity, without losing sight of diagnosing learner emergent abilities. Detailed analysis of transcribed mediator-learner interactions taken from a larger study (Infante, 2016) documents how the sequencing of structured activities organized around select cognitive processes promoted learner appropriation of specialized concept-based curriculum associated with the English tense-aspect system.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="5aa85d9b100d50819d5a16e9a1c03b70" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":65214206,"asset_id":37218758,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/65214206/download_file?st=MTczNDAzNzIyMSw4LjIyMi4yMDguMTQ2&st=MTczNDAzNzIyMCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="37218758"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="37218758"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 37218758; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=37218758]").text(description); $(".js-view-count[data-work-id=37218758]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 37218758; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='37218758']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 37218758, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "5aa85d9b100d50819d5a16e9a1c03b70" } } $('.js-work-strip[data-work-id=37218758]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":37218758,"title":"Mediated Development: Promoting Learner Internalization of L2 Concepts through Cognitive-Process Focused Activities","translated_title":"","metadata":{"abstract":"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). 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Detailed analysis of transcribed mediator-learner interactions taken from a larger study (Infante, 2016) documents how the sequencing of structured activities organized around select cognitive processes promoted learner appropriation of specialized concept-based curriculum associated with the English tense-aspect system.","owner":{"id":4839218,"first_name":"Paolo","middle_initials":null,"last_name":"Infante","page_name":"PaoloInfante","domain_name":"mnsu","created_at":"2013-07-14T08:25:47.053-07:00","display_name":"Paolo Infante","url":"https://mnsu.academia.edu/PaoloInfante"},"attachments":[{"id":65214206,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/65214206/thumbnails/1.jpg","file_name":"Infante_P._2018_Mediated_Development_Promoting_Learner_Internalization_of_L2_Concepts_Ch.15_.pdf","download_url":"https://www.academia.edu/attachments/65214206/download_file?st=MTczNDAzNzIyMSw4LjIyMi4yMDguMTQ2&st=MTczNDAzNzIyMCw4LjIyMi4yMDguMTQ2&","bulk_download_file_name":"Mediated_Development_Promoting_Learner_I.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/65214206/Infante_P._2018_Mediated_Development_Promoting_Learner_Internalization_of_L2_Concepts_Ch.15_-libre.pdf?1608286917=\u0026response-content-disposition=attachment%3B+filename%3DMediated_Development_Promoting_Learner_I.pdf\u0026Expires=1734040820\u0026Signature=Cc7Vx4xRnzkFcnfAChehxas7Wd3J4meHEY99jkrYUGSTdgJialwTVRq1QOI7XGUUc6Fte39dJ7sDcn4QIFECKp2KouPkhr0eiYcKJyRghmi7TMHzigr68tKle0nTOwTf0ejzHtvkflCgWiwR~OaINWUA9cUfLHFEo4NX99-dSwShB6NDdApvdKrfquuyFIE70~LKLYf8kgjogdwxgHLsmvexUiZp1w1WBzsLXhko0WNoxYRqV596kMmmlLnKpCYMFXcum6iCba4fS2eaYEbBoqe5uVOSdx6BPjeeN9K3XupD9mtQxyxsbTKOjjepkZhsTkAZHfjsvTsmG9jqmKTuxg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":5794,"name":"TESOL","url":"https://www.academia.edu/Documents/in/TESOL"},{"id":7709,"name":"Applied Linguistics","url":"https://www.academia.edu/Documents/in/Applied_Linguistics"},{"id":13297,"name":"Cognitive Linguistics","url":"https://www.academia.edu/Documents/in/Cognitive_Linguistics"},{"id":42988,"name":"Cognitive Grammar","url":"https://www.academia.edu/Documents/in/Cognitive_Grammar"},{"id":44439,"name":"Vygotsky's Sociocultural Theory","url":"https://www.academia.edu/Documents/in/Vygotskys_Sociocultural_Theory"},{"id":481768,"name":"Grammar Teaching","url":"https://www.academia.edu/Documents/in/Grammar_Teaching"},{"id":545093,"name":"ESL/EFL Writing","url":"https://www.academia.edu/Documents/in/ESL_EFL_Writing"},{"id":827606,"name":"English As a Second Language (ESL)","url":"https://www.academia.edu/Documents/in/English_As_a_Second_Language_ESL_"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="25530278"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/25530278/Mediated_Development_A_Vygotskian_Approach_to_Transforming_Second_Language_Learner_Abilities"><img alt="Research paper thumbnail of Mediated Development: A Vygotskian Approach to Transforming Second Language Learner Abilities" class="work-thumbnail" src="https://attachments.academia-assets.com/45858762/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/25530278/Mediated_Development_A_Vygotskian_Approach_to_Transforming_Second_Language_Learner_Abilities">Mediated Development: A Vygotskian Approach to Transforming Second Language Learner Abilities</a></div><div class="wp-workCard_item"><span>TESOL Quarterly</span><span>, 2017</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The authors point to systemic-theoretical instruction (STI), which underscores the importance of ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">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 theory–practice relation envisioned by Vygotsky (1987). This article proposes an inter-actional framework to bridge STI and DA. Mediated development (MD) emphasizes mediator–learner dialogic interaction in which the aim is not to assess emerging capabilities but rather to guide learner appropriation of concept-based instructional materials as symbolic tools for thinking. The researchers situate MD in relation to the broader Vygotskian second language research tradition, while also acknowledging the contributions of Israeli researcher Reuven Feuer-stein (Feuerstein, Feuerstein, & Falik, 2010). Feuerstein's work to promote general cognitive abilities among learners with special needs closely parallels Vygotsky's research and was influential in developing this proposal of MD. The authors discuss principles of the framework and illustrate them through close analysis of excerpts of mediator– learner interactions from an STI program to teach the English tense-aspect system in a university-level ESL academic writing program. Analysis reveals the value of mediator guidance in helping learners to recognize the relevance of instructional materials and to begin to use them as tools during communicative activity.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="face83b71546e063db1e28e5628a6d42" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":45858762,"asset_id":25530278,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/45858762/download_file?st=MTczNDAzNzIyMSw4LjIyMi4yMDguMTQ2&st=MTczNDAzNzIyMCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="25530278"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="25530278"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 25530278; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=25530278]").text(description); $(".js-view-count[data-work-id=25530278]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 25530278; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='25530278']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 25530278, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "face83b71546e063db1e28e5628a6d42" } } $('.js-work-strip[data-work-id=25530278]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":25530278,"title":"Mediated Development: A Vygotskian Approach to Transforming Second Language Learner Abilities","translated_title":"","metadata":{"doi":"10.1002/tesq.308","issue":"2","volume":"51","abstract":"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 theory–practice relation envisioned by Vygotsky (1987). 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Analysis reveals the value of mediator guidance in helping learners to recognize the relevance of instructional materials and to begin to use them as tools during communicative activity.","ai_title_tag":"Vygotskian Framework for Mediated Development in ESL Learning","page_numbers":"332-357","publication_date":{"day":null,"month":null,"year":2017,"errors":{}},"publication_name":"TESOL Quarterly"},"translated_abstract":"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 theory–practice relation envisioned by Vygotsky (1987). This article proposes an inter-actional framework to bridge STI and DA. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="14653031"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/14653031/Mediated_Development_Inter_psychological_activity_for_L2_education"><img alt="Research paper thumbnail of Mediated Development: Inter-psychological activity for L2 education" class="work-thumbnail" src="https://attachments.academia-assets.com/38379850/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/14653031/Mediated_Development_Inter_psychological_activity_for_L2_education">Mediated Development: Inter-psychological activity for L2 education</a></div><div class="wp-workCard_item"><span>Language and Sociocultural Theory</span><span>, 2015</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">L2 Vygotskian research has turned increasingly toward the design of educational practices to prom...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">L2 Vygotskian research has turned increasingly toward the design of educational practices to promote learner development. Two important strands of work that have emerged Systemic Theoretical Instruction (STI), wherein L2 curricula are organized<br />around linguistic concepts, and Dynamic Assessment, emphasizing mediators and learners engaged in what Vygotsky described as inter-psychological activity.<br />This paper examines processes of mediator-learner interaction in the context of an STI program targeting learner understanding of the English tense-aspect system. Importantly, the focus of interaction was not to diagnose learner L2 abilities but to introduce specially designed pedagogical materials, or tools. The framework of Mediated Learning, developed by Reuven Feuerstein through his work with learners with special needs, guided the approach taken to joint mediator-learner functioning. Close analysis of transcribed mediator-learner interactions point to processes through which materials come to function as tools and the importance of the social relation created by mediators and learners.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="fe602d1fa152f0b5baa9884927790d57" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":38379850,"asset_id":14653031,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/38379850/download_file?st=MTczNDAzNzIyMSw4LjIyMi4yMDguMTQ2&st=MTczNDAzNzIyMCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="14653031"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="14653031"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 14653031; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=14653031]").text(description); $(".js-view-count[data-work-id=14653031]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 14653031; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='14653031']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 14653031, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "fe602d1fa152f0b5baa9884927790d57" } } $('.js-work-strip[data-work-id=14653031]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":14653031,"title":"Mediated Development: Inter-psychological activity for L2 education","translated_title":"","metadata":{"doi":"10.1558/lst.v1i2.205","issue":"2","volume":"2","abstract":"L2 Vygotskian research has turned increasingly toward the design of educational practices to promote learner development. 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Two important strands of work that have emerged Systemic Theoretical Instruction (STI), wherein L2 curricula are organized\naround linguistic concepts, and Dynamic Assessment, emphasizing mediators and learners engaged in what Vygotsky described as inter-psychological activity.\nThis paper examines processes of mediator-learner interaction in the context of an STI program targeting learner understanding of the English tense-aspect system. Importantly, the focus of interaction was not to diagnose learner L2 abilities but to introduce specially designed pedagogical materials, or tools. The framework of Mediated Learning, developed by Reuven Feuerstein through his work with learners with special needs, guided the approach taken to joint mediator-learner functioning. 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These calls have had limited impact on curricular and instructional practices in the teaching of L2 grammar .</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="0e7a1e7a02df00ea32ca75d0886ac724" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":51795406,"asset_id":31432894,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/51795406/download_file?st=MTczNDAzNzIyMSw4LjIyMi4yMDguMTQ2&st=MTczNDAzNzIyMCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="31432894"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="31432894"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 31432894; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=31432894]").text(description); $(".js-view-count[data-work-id=31432894]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 31432894; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='31432894']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 31432894, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "0e7a1e7a02df00ea32ca75d0886ac724" } } $('.js-work-strip[data-work-id=31432894]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":31432894,"title":"Mediated Development: Promoting L2 Conceptual Development through Interpsychological Activity","translated_title":"","metadata":{"grobid_abstract":"In the evolution of the foreign/second language (L2) acquisition field, frequent appeals have been made to change the composition of L2 grammar curriculum and instruction (Lally, 1998;. 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