Notification Feed| Issue | Title | |
| Vol 5, No 2 (2018) | Beyond the Brain: An Agentive Activity Perspective on Mind, Development, and Learning by I. M. Arievitch (2017) | Abstract |
| Steven McCafferty | ||
| Vol 5, No 2 (2018) | Sociocultural Theory in Second Language Acquisition: An Introduction through Narratives by Merrill Swain, Penny Kinnear and Linda Steinman (2015) | Abstract |
| Quang Nam Pham | ||
| Vol 3, No 1 (2016) | A dialectical reading of Dynamic Systems Theory: Transcending socialized cognition and cognized social dualism in L2 studies | Abstract |
| Saeed Karimi-Aghdam | ||
| Vol 4, No 2 (2017) | Audio glosses as a participant in L2 dialogues: Evidence of mediation and microgenesis during information-gap activities | Abstract |
| Theresa A Antes | ||
| Vol 1, No 1 (2014) | Autobiographic episodes as languaging: Affective and cognitive changes in an older adult | Abstract |
| Kyoko Motobayashi, Merrill Swain, Sharon Lapkin | ||
| Vol 1, No 2 (2014) | Bilingual children’s use of lexical strategies under narrative monologue and dialogue conditions | Abstract |
| Kai Jason Greene, Lisa M Bedore, Elizabeth D Peña | ||
| Vol 3, No 2 (2016): Sociocultural theory and the dialectical-materialist approach to L2 development | CA-for-SCT: Dialectics and the analysis of cognition on the ground | Abstract |
| Rémi A. van Compernolle | ||
| Vol 2, No 1 (2015) | Classic and Revisionist Sociocultural Theory, and their analyses of expressive language: An empirical and theoretical assessment | Abstract |
| Carl Ratner | ||
| Vol 1, No 1 (2014) | Classroom Dynamic Assessment of Reading Comprehension with Second Language Learners | Abstract |
| Kristin J. Davin, Francis J. Troyan, Ashley L. Hellmann | ||
| Vol 6, No 2 (2019) | Cognitive Linguistics, Sociocultural Theory and Content and Language Integrated Learning: Researching Development of Polysemous L2 Lexis | Abstract |
| Kent Hill | ||
| Vol 1, No 2 (2014) | Cognitive/emotional dissonance as growth points in learning to teach | Abstract |
| Karen E. Johnson, Dorothy Worden | ||
| Vol 5, No 2 (2018) | Collaborative use of multimodal resources in discussions of L2 grammatical meaning: A microgenetic analysis | Abstract |
| Christine Mary Jacknick | ||
| Vol 6, No 2 (2019) | Concept-based pragmatics instruction: Teaching German address pronouns to New Zealand tertiary students | Abstract |
| Marie-Christin Kuepper, Anne Feryok | ||
| Vol 1, No 1 (2014) | Corrective feedback, gesture, and mediation in classroom language learning | Abstract |
| Rémi Adam van Compernolle, Tetyana Smotrova | ||
| Vol 3, No 1 (2016) | Culture-Centric Vs. Person-Centered Cultural Psychology and Political Philosophy | Abstract |
| Carl Ratner | ||
| Vol 4, No 2 (2017) | Developing Chinese rhetorical awareness through concept-based instruction: A case study on second language learners | Abstract |
| Yu-Ting Kao | ||
| Vol 4, No 1 (2017) | Developing concept-based instruction, pedagogical content knowledge: Implications for teacher educators and L2 instructors | Abstract |
| Gary Fogal | ||
| Vol 4, No 1 (2017) | Developing L2 oral language proficiency using concept-based Dynamic Assessment within a large-scale testing context | Abstract |
| Tziona Levi | ||
| Vol 2, No 2 (2015) | Diagnostic and Developmental Potentials of Dynamic Assessment for L2 writing | Abstract |
| Mohammad Rahimi, Ali Kushki, Hossein Nassaji | ||
| Vol 6, No 2 (2019) | Dynamic Assessment of IELTS Speaking: A Learning-Oriented Approach to Test Preparation | Abstract |
| Valeriya Minakova | ||
| Vol 6, No 1 (2019): Special Issue: Exploring the Role of Dynamic Assessment in Language Education | Dynamic Assessment: Promoting In-Service teachers’ conceptual development and pedagogical beliefs in the L2 classroom | Abstract PDF |
| Próspero N. García | ||
| Vol 3, No 1 (2016) | Dynamic Systems Theory and Sociocultural Theory: Some Connections and Distinctions | Abstract |
| Steven G. McCafferty | ||
| Vol 3, No 1 (2016) | Editor's Introduction | Details |
| James P. Lantolf | ||
| Vol 3, No 1 (2016) | Enhancing metalinguistic knowledge: Preterite and imperfect in L2 Spanish | Abstract |
| Gabriela Adela Gánem-Gutiérrez | ||
| Vol 6, No 1 (2019): Special Issue: Exploring the Role of Dynamic Assessment in Language Education | Evaluating instruction through classroom Dynamic Assessment: A sandwich approach | Abstract PDF |
| Kristin J. Davin, Diana Gómez-Pereira | ||
| Vol 6, No 1 (2019): Special Issue: Exploring the Role of Dynamic Assessment in Language Education | Expanding the role of Dynamic Assessment in language education | Abstract PDF |
| Marta Antón | ||
| Vol 5, No 1 (2018) | Expert-novice interaction as the basis for L2 developmental activity: A SCT perspective | Abstract |
| Gabriela Adela Gánem-Gutiérrez, Alex Gilmore | ||
| Vol 3, No 2 (2016): Sociocultural theory and the dialectical-materialist approach to L2 development | Explicit focus on meaning: Mindful conceptual engagement in the second language classroom | Abstract |
| Eduardo Negueruela-Azarola, Antoni Fernandez Parera | ||
| Vol 6, No 1 (2019): Special Issue: Exploring the Role of Dynamic Assessment in Language Education | Exploring the Role of Dynamic Assessment in Language Education: An Introduction to the Special Issue | Details PDF |
| Próspero N. García | ||
| Vol 4, No 2 (2017) | Exploring the social nature of L2 writing: Insights into the division of labor of an EAP writing task | Abstract |
| Subrata Kumar Bhowmik | ||
| Vol 4, No 2 (2017) | From SCOBA development to implementation in concept-based instruction: Conceptualizing and teaching Japanese addressee honorifics as expressing modes of self | Abstract |
| Amy Snyder Ohta | ||
| Vol 3, No 1 (2016) | How Language Began: Gesture and Speech in Human Evolution David McNeill (2012) | Details |
| Ramona Kunene Nicolas | ||
| Vol 5, No 1 (2018) | Introduction to Instructed Second Language Acquisition by Shawn Loewen (2015) | Details |
| Lu Yu | ||
| Vol 1, No 2 (2014) | Jesus and the streets: A hermeneutical framework for understanding the intraracial gender academic achievement gap in black urban America and the United Kingdom | Abstract |
| Paul Camy Mocombe, Carol Tomlin, Victoria Showunmi | ||
| Vol 3, No 2 (2016): Sociocultural theory and the dialectical-materialist approach to L2 development | L2 Development As Cognitive-Emotive Process | Abstract |
| Matthew E. Poehner, Merril Swain | ||
| Vol 3, No 1 (2016) | Language and social determinism in the Vygotskian tradition: A response to Ratner (2015) | Abstract |
| Peter E. Jones | ||
| Vol 3, No 1 (2016) | Learning Potential and the Dynamic Assessment of L2 Chinese Grammar through Elicited Imitation | Abstract |
| Haomin (Stanley) Zhang, Rémi A. van Compernolle | ||
| Vol 5, No 1 (2018) | Learning the sociopragmatics of an artificial language: Comparing rule-based and concept-based instruction | Abstract |
| Rémi A. van Compernolle | ||
| Vol 5, No 1 (2018) | L.S. Vygotsky and Education by L. C. Moll (2014) | Details |
| Michael Amory | ||
| Vol 1, No 2 (2014) | Macro Cultural Psychology: A Political Philosophy of Mind Carl Ratner (2011) OUP, ISBN 9780195373547 | Abstract |
| Paolo Infante | ||
| Vol 6, No 1 (2019): Special Issue: Exploring the Role of Dynamic Assessment in Language Education | Measuring and Supporting Second Language Development Using Computerized Dynamic Assessment | Abstract PDF |
| Jie Zhang, Xiaofei Lu | ||
| Vol 2, No 2 (2015) | Mediated Development: Inter-psychological activity for L2 education | Abstract |
| Matthew E. Poehner, Paolo Infante | ||
| Vol 3, No 1 (2016) | Moving toward a Supertheory for All Seasons: Dialectical Dynamic Systems Theory and Sociocultural Theory – A Reply to McCafferty (2016) | Abstract |
| Saeed Karimi-Aghdam | ||
| Vol 4, No 1 (2017) | One means, many goals: Overimitation of language learning resources | Abstract |
| Anne Feryok, Gaye Wall | ||
| Vol 5, No 1 (2018) | Pair-work dynamics: Stronger learners’ languaging engagement and learning outcomes for the Japanese polysemous particles ni/de | Abstract |
| Kyoko Masuda, Noriko Iwasaki | ||
| Vol 3, No 2 (2016): Sociocultural theory and the dialectical-materialist approach to L2 development | Preface | Details |
| James P. Lantolf | ||
| Vol 5, No 2 (2018) | Pre-service Teacher Education from a Sociocultural Perspective: A Case-Study on Teaching Learning through Conceptual Mediation | Abstract |
| Olga Esteve, Francesc Fernández, Asunción Bes | ||
| Vol 2, No 2 (2015) | Private Speech as Social Action | Abstract |
| Eric Hauser | ||
| Vol 3, No 1 (2016) | Reaction to the Commentary by Saeed Karimi-Aghdam | Abstract |
| Steven G. McCafferty | ||
| Vol 6, No 1 (2019): Special Issue: Exploring the Role of Dynamic Assessment in Language Education | Realizing the ZPD in Second Language Education: The Complementary Contributions of Dynamic Assessment and Mediated Development | Abstract PDF |
| Paolo Infante, Matthew E. Poehner | ||
| Vol 2, No 1 (2015) | Reexamining motive in L2 oral proficiency development: An activity theory perspective | Abstract |
| Lu Yu | ||
| Vol 2, No 1 (2015) | Reframing graduate student writing strategies from an Activity Theory perspective | Abstract |
| Ji-Hyun Park, Peter De Costa | ||
| Vol 6, No 2 (2019) | SCT and Translanguaging-to-learn: Proposed Conceptual Integration | Abstract |
| Heather Jane Smith, Leena Helavaara Robertson | ||
| Vol 1, No 2 (2014) | Sense and subjectivity: Teaching literature from a sociocultural perspective | Abstract |
| María-del-Carmen Yáñez-Prieto | ||
| Vol 3, No 1 (2016) | Sociocultural Theory and L2 Instructional Pragmatics R. A. van Compernolle (2014) | Details |
| Elena Garcia Frazier | ||
| Vol 3, No 2 (2016): Sociocultural theory and the dialectical-materialist approach to L2 development | Sociocultural theory and the dialectical-materialist approach to L2 development: Introduction to the special issue | Abstract |
| Matthew E. Poehner | ||
| Vol 4, No 1 (2017) | The Integrated Plurilingual Approach: A didactic model providing guidance to Spanish schools for reconceptualizing the teaching of additional languages | Abstract |
| O. Esteve, F. Fernández, E. Martín-Peris, E. Atienza | ||
| Vol 5, No 2 (2018) | Thinking through the non-native language: The role of private speech in mediating cognitive functioning in problem solving among proficient non-native speakers | Abstract |
| Mostafa M. Garbaj | ||
| Vol 2, No 2 (2015) | Toward an understanding of perezhivanie for sociocultural SLA research | Abstract |
| Nelson Mok | ||
| Vol 2, No 1 (2015) | Towards a framework for assessing foreign language oral proficiency in a large-scale test setting: Learning from DA mediation examinee verbalizations | Abstract |
| Tziona Levi | ||
| Vol 1, No 1 (2014) | Understanding the potential in elementary classrooms through Dynamic Assessment | Abstract |
| Ana Christina DaSilva Iddings | ||
| Vol 3, No 2 (2016): Sociocultural theory and the dialectical-materialist approach to L2 development | Understanding the revolutionary character of L2 development in the ZPD: Why levels of mediation matter | Abstract |
| James P. Lantolf, Lindsey Kurtz, Olesya Kisselev | ||
| 1 - 62 of 62 Items | ||
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