Band 47, Heft 1

The connection between Vygotsky’s Cultural-Historical Psychology (CHP) and the Marxist logic of dialectics is currently gaining focus to promote the development and application of Vygotsky’s psychological theory. However, their interconnection has not been recognized and appreciated to the extent that it deserves, especially in English academia. Dafermos (2018) has clarified the necessity for Vygotskians to rethink cultural-historical psychology from the dialectical perspective to avoid misconceptions. To call for more focus and to deepen theoretical understanding, this study analyzes the philosophical basis of Marxism in CHP by adopting the framework demonstrated by Ollman (2003, 2015) in two connected aspects: 1) internal relations and 2) the dialectical steps involved in abstraction in Marxism. Through analyzing Vygotsky’s texts and elaborating on the conceptual ideas and methodologies in CHP, it presents the connection between CHP and Marxism. Subsequently, it introduces the application of CHP in SLA studies, referred to as Sociocultural Theory-Second Language Acquisition (SCT-SLA), as further evidence to show the impact of Marxist philosophical ideas in practical studies of applied linguistics. Further studies on the relationship between Marxism and CHP, and studies adopting Marxist philosophy to solve SLA issues are encouraged.

The gaps both in east-west China and urban-rural development affect English education in northwest rural areas. Reading comprehension, as the foundation for secondary school students’ English overall development, is in need of tailored mediation. Level 3 of China’s Standards of English (CSE3) can be used to inform the Dynamic Assessment (DA) test items and mediation model. With CSE3-based reading materials and the DA mediation model, the current study applied five sessions of one-on-one DA mediation to an experimental group. Results show that the experimental group outperformed the control group in both inferencing and main idea, though not at test level. Microgenetic analysis of their mediation and reciprocity types and frequencies reveal the expansion of their Zones of Proximal Development (ZPD) in reading. The study is among the first attempts to bring CSE3 into the mediation model for rural EFL learners to solve their reading difficulties. It also offers a plausible way to develop tailored mediation.

This study uses CiteSpace to map the scientometric analysis of dynamic assessment (DA) research in the Web of Science core collection from 1990 to 2022 in the areas of psychology, education and language learning. Firstly, the study found that DA was initially employed in the fields of psychology and special education, and has been gaining attention from second language acquisition researchers in recent years. And Vygotsky, the representative figure of sociolcultural theory, has the highest influence, and Budoff has the greatest degree as a bridge. Secondly, five research topics are found through keyword clustering, which are early identification, group dynamic assessment, short-term progress monitoring, computerized dynamic assessment and teacher education. At the same time, the analysis of burst reference shows that the computerized dynamic assessment will be the trend in the future, and dynamic assessment of second language tends to use mixed research method. Through a review of previous studies, this paper explores the paradigms and methods of empirical research in DA, hoping to provide new alternatives for future research.

This study explored the trajectory of teacher concept development during collaborative research practice promoted by a university-school partnership teacher development program. Drawing on Vygotsky’s and Engeström’s notion of concept formation, it examined how a secondary EFL teaching-research officer (TRO) negotiated between scientific and everyday concepts as she co-constructed the research theme “teaching assessment literacy” with mentors and fellow teachers mediated by the program. Multiple sources of data were collected over a span of two years, including six rounds of oral defense and research reporting activities, classroom observations, interviews, journals, and research reports. The analysis showed that the TRO experienced a gradually integrated and transformed path of concept development, and also initiated an expansive learning opportunity for her research participants, triggering collective concept development. While the program played a significant role in providing multi-module facilitating activities, academic-practice joint mentoring and collective scaffolding, more subtle guidance is suggested for the tension-laden process.

Praxis , according to the Vygotskian thoughts and tenets, entails the unity of and dialectical relationship between theory and practice. As a vital concept grounded in sociocultural theory, praxis has received increasing attention among language teacher education scholars, typically over recent years (e. g., Johnson et al., 2020, 2022). Yet, there remains scant research through the lens, thus requiring extended efforts from researchers. To join the existing literature and bridge the gap, we explored how praxis - oriented themes may inform the development of professional beliefs and practices between mentor-mentee duos through TESOL-related programs. In addition, we investigated how the development of beliefs and practices may, in turn, inform the mentorships and contribute to the identity development of these duos. We adopted the narrative inquiry method and captured the participants’ experiences and emotional episodes over their mentoring journeys. We reported a common developmental path along the two duos’ mentoring journeys, while they differed in a few places. These journeys were found to unfold through a 3E pattern with three distinct stages, each contributing to the evolution of their beliefs and practices. These stages were identified as enhancing learning , embodying the mentor , and embracing heritage and identity . Accordingly, three different types of identities, including learner and apprentice , mentee and novice researcher , and language teacher and Chinese culture embodiment , were identified in the stages. Our study provides valuable insights for language teachers and teacher educators by shedding light on praxis -oriented themes that can enhance teacher professional development programs.

The present study investigated the developmental trajectories of written language of two Chinese EFL learners in terms of complexity over one semester and explored the relationship between syntactic complexity and lexical complexity under the framework of Complex Dynamic Systems Theory (CDST). The data were processed using dynamic analyses (min-max graphs, moving correlations and Change-point analysis) to visualize the developmental process and variability of each subsystem of complexity with 4 measures (mean length of T-unit, mean length of clause, clauses per T-unit and VocD) and interactions between different subsystems. The results showed, first, that different subsystems of written language complexity developed dynamically and nonlinearly with different degrees of variability, and varied in the two participants. Second, interactions existed between syntactic complexity and lexical complexity, which shaped as competitors for Jenny but as connected growers for Helen. The results further deepened the understanding of the development in learners’ written complexity, providing significant implications for EFL writing teaching.

A growing number of studies have focused on pedagogical translanguaging, helping to develop students’ writing competence in second language (L2) classrooms. However, the role of translanguaging in the feedback from both teacher and students in L2 writing remains scant. Adopting a sociocultural approach, this study aims to investigate how translanguaging practices in L2 writing tutorials can mediate learning in the process of feedback, especially in the post-writing stage. Data were collected from classroom observations and writing assignments, with seven students and one tutor in 16-week writing tutorials at a university in Central China. Data were analyzed through thematic analysis and microgenetic analysis. Results show that teachers and students work together to construct knowledge and expand the multilingual repertoire and that translanguaging strategies promote feedback in the dialogic process. The mediating role of translanguaging in L2 writing tutorials can offer opportunities to enhance content learning, encourage learner participation, establish comprehension and provide pastoral care. The findings also shed light on L2 writing pedagogy that translanguaging as a mediational tool can decolonize curricula that are primarily English-medium and promote awareness of teachers in an equitable educational environment, by supporting equity for culturally and linguistically diverse students.

Recent years have witnessed a growing body of research on the English learning of ethnic minority students in China, yet little is known as to how these students enact their agency to address the challenges they encounter in learning English. Through the lens of activity theory, this qualitative case study explored the manifestations and influencing factors of English learning agency of four first-year Uyghur university students. Data were collected through the students’ journals, interviews, and documents, supplemented by the interview data from their teachers. The findings revealed that Uyghur students’ English learning agency was manifested by reflecting on the gap btween themselves and their Han classmates and adjusting their English learning methods; adapting to the mode of all-English teaching and the rule of English presentation; using tools such as the Mandarin Chinese, English learning apps and the Internet; and seeking help from teachers, peers and other community members. The study also found that Uyghur students’ agency was influenced by factors such as language proficiency, motivation, and personal learning experiences. Additionally, preferential policies of the state and the school, help from teachers and peers, and emotional support from family members also had an impact on their English learning agency. This study provides implications for the English teaching of ethnic minority students at universities.