What a Cultural-Historical Approach Can Tell Us About Second-Language Programs: Two Case Studies

• In Event: Poster Session 4
  In Poster Session: Division G Section 3 Poster Session: Social Contexts of Multiple Languages and Literacies

Abstract

One common mistake the researchers and the educators make in educational theory and practice is to overgeneralize the students’ learning without addressing their unique and specific socio-cultural experiences. Understanding the students’ lived experiences is crucial from social constructivist perspectives. The present study, by employing a case study approach, examines second language teaching and learning from a cultural-historical activity theory (CHAT) approach originated by Vygotsky. We argue that these two language learning situations are not the same despite the superficial similarities that a cognitive or information processing approach would take as central.

Authors

• Michael Lindsley Hoover, McGill University

• Mi Song Kim, University of Western Ontario