Self-scaffolding mediated by languaging: Microgenetic analysis of high and low performers

International Journal of Applied Linguistics

Volumn 20, Issue 1, 2010, Pages 23-49

  Knouzi, Ibtissem ^a   Swain, Merrill ^a   Lapkin, Sharon ^a   Brooks, Lindsay ^a  

^a UNIVERSITY OF TORONTO   (Canada)

Author keywords

Concept based instruction; French grammar; Languaging; Self explaining; Self scaffolding

Indexed keywords

EID: 77349106227     PISSN: 08026106     EISSN: 14734192     Source Type: Journal    
DOI: 10.1111/j.1473-4192.2009.00227.x     Document Type: Article

References (30)

1. Bickhard MH. Scaffolding and self-scaffolding: central aspects of development. Children's development within social context: research and methodology 1992, 33-52. Winegar LTValisner J. In, eds., Hillsdale, NJ, Erlbaum
2. Bickhard MH. Functional scaffolding and self-scaffolding. New Ideas in Psychology 2005, 23:166-73.
3. Brooks L, Swain M. Languaging in collaborative writing: creation of and response to expertise. Multiple perspectives on interaction: second language research in honor of Susan M. Gass 2009, 58-89. Mackey A, Polio C. In, eds., New York, Routledge
4. Brooks L, Swain M, Swain M, Lapkin S, Knouzi I. Mediating between scientific and spontaneous concepts through languaging. in press, MS submitted.
5. Cazden CB. Performance before competence: assistance to child discourse in the zone of proximal development. Mind, culture, and activity 1997, 303-10. Cole MEngestrom YVasquez O. In, eds., Cambridge, Cambridge University Press
6. Chaiklin S. The zone of proximal development in Vygotsky's analysis of learning and instruction. Vygotsky's educational theory in cultural context 2003, 39-64. Kozulin AGindis BAgeyev VMiller S. In, eds., Cambridge, Cambridge University Press
7. Chi MT, Siler SA, Jeong H, Yamanouchi T, Hausmann RG. Learning from human tutoring. Cognitive Science 2001, 25:471-533.
8. Coughlan P, Duff PA. Same task, different activities: analysis of SLA task from an Activity Theory perspective. 1994, 173-93. In Lantolf and Appel
9. Granott N. Scaffolding dynamically toward change: previous and new perspectives. New Ideas in Psychology 2005, 23:140-51.
10. Guk L, Kellogg D. The ZPD and whole class teaching: teacher-led and student-led interactional mediation of tasks. Language Teaching Research 2007, 11:281-99.
11. Holton D, Clarke D. Scaffolding and metacognition. International Journal of Mathematical Education in Science and Technology 2006, 37:127-43.
12. Lantolf JP. Interpersonal communication and internalization in the second language classroom. Vygotsky's educational theory in cultural context 2003, 349-70. Kozulin AGindis BAgeyev VSMiller SM. In, eds., Cambridge, Cambridge University Press
13. Lantolf JP, Appel G. Vygotskyian approaches to second language research 1994, eds., Norwood, NJ, Ablex
14. Lantolf JP, Poehner ME. Dynamic assessment: bringing the past into the future. Journal of Applied Linguistics 2004, 1:49-74.
15. Lapkin S, Swain M, Knouzi I. Postsecondary French as a second language students learn the grammatical concept of voice: study design, materials development, and pilot data. Sociocultural theory and the teaching of second languages 2008, 228-55. Lantolf JP, Poehner M, In, eds., London, Equinox Press
16. Mascolo MF. Change processes in development: the concept of co-active scaffolding. New Ideas in Psychology 2005, 23:185-96.
17. Negueruela E. A sociocultural approach to the teaching and learning of second languages: systemic-theoretical instruction and L2 development. 2003, Doctoral dissertation, Pennsylvania State University
18. Opfer JE, Siegler RS. Revisiting preschoolers' living things concept: a microgenetic analysis of conceptual change in basic biology. Cognitive Psychology 2004, 49:301-32.
19. Pine K, Lufkin N, Kirk E, Messer D. A microgenetic analysis of the relationship between speech and gesture. Language and Cognitive Processes 2007, 22:234-46.
20. Poehner M. Both sides of the conversation: the interplay between mediation and learner reciprocity in dynamic assessment. Sociocultural theory and the teaching of second languages 2008, 33-56. Lantolf JPPoehner M. In, eds., London, Equinox Press
21. Swain M. Languaging, agency and collaboration in advanced second language proficiency. Advanced language learning: the contribution of Halliday and Vygotsky 2006, 95-108. Byrnes H. In, ed., London, Continuum
22. Swain M. Talking-it-through: languaging as a source of learning. Plenary paper presented at the Socio-Cognitive Aspects of Second Language Learning and Teaching Conference, April, University of Auckland, New Zealand. 2007
23. Swain M, Lapkin S, Knouzi I, Suzuki W, Brooks L. Languaging: university students learn the grammatical concept of voice in French. Modern Language Journal 2009, 93:6-30.
24. Tobin K. The role of wait time in higher cognitive level learning. Review of Educational Research 1987, 57:69-95.
25. Tocalli-Beller A, Swain M. Reformulation: the cognitive conflict and L2 learning it generates. International Journal of Applied Linguistics 2005, 15:5-29.
26. Vocate DR. Self-talk and inner speech: understanding the uniquely human aspects of intrapersonal communication. Intrapersonal communication: different voices, different minds 1994, 3-32. Vocate DR. In, ed., Hillsdale, NJ, Erlbaum
27. Vygotsky LS. Mind in society: the development of higher psychological processes 1978, Cambridge, MA, Harvard University Press
28. Vygotsky LS. Thought and language 1986, Kozulin A. ed., Cambridge, MA, MIT Press
29. Vygotsky LS. Collected works 1997, vol. 3. New York, Plenum
30. Wood D, Bruner J, Ross G. The role of tutoring in problem solving. Journal of Child Psychology and Psychiatry 1976, 17:89-100.