Home The “Wrong Love” Between the Zone of Proximal Development and Scaffolding: An Interview With Prof. James P. Lantolf
Article
Licensed
Unlicensed Requires Authentication

The “Wrong Love” Between the Zone of Proximal Development and Scaffolding: An Interview With Prof. James P. Lantolf

  • Lili Qin

    Lili QIN is Professor of Second Language Acquisition and Chair of Applied Linguistics at Dalian University of Foreign Languages. Mentored by Prof. Weidong DAI and Prof. James LANTOLF, she has been working on language education through a sociocultural lens for years. She has been actively publishing journal articles in top-tier Chinese journals and presenting her works in different international conferences.

Published/Copyright: February 18, 2022
Become an author with De Gruyter Brill

Abstract

The zone of proximal development (ZPD) and the scaffolding theory are very different, both in terms of their theoretical origins and connotations, and can even be said to be very different. However, during the development of the two concepts, some scholars have misunderstood them, resulting in the two being mistaken for similar concepts and therefore often confused. Professor James Lantolf from Pennsylvania State University (State College, USA) was interviewed by Professor Lili Qin from Dalian University of Foreign Studies (Dalian, China) and provides an in-depth analysis of these issues. The interview begins with the theoretical roots, connotations and definitions of the ZPD and scaffolding concepts, and then unravels the story of how they have been “mistakenly loved for life”, and ultimately it is made clear that the two concepts are completely different in their practical application to language teaching and should not continue to be used interchangeably.

About the author

Lili Qin

Lili QIN is Professor of Second Language Acquisition and Chair of Applied Linguistics at Dalian University of Foreign Languages. Mentored by Prof. Weidong DAI and Prof. James LANTOLF, she has been working on language education through a sociocultural lens for years. She has been actively publishing journal articles in top-tier Chinese journals and presenting her works in different international conferences.

Acknowledgments

This work was part of the work of [National Project on Social Sciences and Philosophy “Efficacy of Ecological Affordances Actualization in Language Learning Environment in China in the Technology Era” (Project No.: 16BYY093)] and [Key Research Project of “Foreign Language Learners’ Agency in The Large-scale Online Learning Environment Informed by Sociocultural Theory” funded by the Liaoning Provincial Department of Education (Project No.: 2020JYT02)]

References

Aljaafreh, A., & Lantolf, J. P. (1994). Negative feedback as regulation and second language learning in the zone of proximal development. Modern Language Journal, 78(4), 465-483. https://doi. org/10.2307/ 32858510.1111/j.1540-4781.1994.tb02064.xSearch in Google Scholar

Baldwin, M. J. (1984). Imitation: A chapter in the natural history of consciousness. Mind, 2(9), 26-55. 10.1093/mind/III.9.2610.1093/mind/III.9.26Search in Google Scholar

Beliavsky, N. (2006). Revisiting Vygotsky and Gardner: Realizing human potential. Journal of Aesthetic Education, 40(2), 1-11. 10.1353/jae.2006.001310.1353/jae.2006.0013Search in Google Scholar

Bourbour, M., Högberg, S., & Lindqvist, G. (2020). Putting scaffolding into action: Preschool teachers’ actions using interactive whiteboard. Early Childhood Education Journal, 48(1), 79-92. 10.1007/s10643-019-00971-310.1007/s10643-019-00971-3Search in Google Scholar

Bruner, J. S. (1978). The role of dialogue in language acquisition. In A. Sinclair, R. J., Jarvella & W. J. M., Levelt (Eds.), The child’s conception of language (pp. 241-256). Springer-Verlag.Search in Google Scholar

Bruner, J. S. (1986). Actual minds, possible worlds. Harvard University Press.10.4159/9780674029019Search in Google Scholar

Bruner, J. S. (1987). Prologue to the English edition. In R. W. Rieber & A. S. Carton (Eds.), The collected works of L. S. Vygotsky. Vol. 1 (pp. 1-16). Plenum Publishing.10.1007/978-1-4613-1655-8_1Search in Google Scholar

Carr, A., & Pike, A. (2012). Maternal scaffolding behavior: Links with parenting style and maternal education. Developmental Psychology, 48(2), 543-551. 10.1037/a002588810.1037/a0025888Search in Google Scholar

Cazden, C. B. (1979/1983). Peekaboo as an instructional model: Discourse development at home and at school. In B. Brain (Ed.), The sociogenesis of language and human conduct (pp. 33-58). Plenum Press.10.1007/978-1-4899-1525-2_3Search in Google Scholar

Cazden, C. B. (1981/1997). Performance before competence: Assistance to child discourse in the zone of proximal development. In M. Cole, Y. Engestrom, & O. Vasquez (Eds.), Mind, culture and action: Seminal papers from the laboratory of comparative human cognition (pp. 303-310). Cambridge University Press.Search in Google Scholar

Chaiklin, S. (2003). The zone of proximal development in Vygotsky’s analysis of learning and instruction. In A. Kozulin, B. Gindis, V. Ageyev, & S. Miller (Eds.), Vygotsky's educational theory in cultural context (pp. 39-64). Cambridge University Press. https://doi:10.1017/CBO9780511840975.00410.1017/CBO9780511840975.004Search in Google Scholar

Lantolf, J. P. (Ed.). (2000). Sociocultural Theory and Second Language Learning. Oxford University Press.Search in Google Scholar

Lantolf, J. P. (2020). Scaffolding and the zone of proximal development: A problematic relationship. “Series of Online Talks by Renowned Masters” in Dalian University of Foreign Languages, March 22nd, Dalian, China.Search in Google Scholar

Lantolf, J. P., & Appel, G. (Eds.). (1994). Vygotskian Approaches to Second Language Research. Ablex.Search in Google Scholar

Lantolf, J. P., & Poehner, M. E. (2014). Sociocultural theory and the pedagogical imperative in L2 education: Vygotskian praxis and the research/practice divide. Routledge.10.4324/9780203813850Search in Google Scholar

Lantolf, J. P., & Thorne, S. L. (2006). Sociocultural theory and the genesis of second language development. Oxford University Press.Search in Google Scholar

Lewin, K. (1982). Kurt Lewin Werkausgabe [Kurt Lewin Collected Works] (K. F. Graumann, Ed.). Klett-cotta.Search in Google Scholar

Luria, A. R. (1976). Cognitive development: Its cultural and social foundations. Harvard University Press.Search in Google Scholar

Luria, A. R., & Vygotsky, L. S. (1992). Ape, primitive man, and child essays in the history of behavior. Paul M. Deutsch Press.Search in Google Scholar

Parkin, B. M. (2014). Scaffolding science: A pedagogy for marginalized students. University of Adelaide.Search in Google Scholar

Pass, S. (2004). Parallel paths to constructivism: Jean Piaget and Lev Vygotsky. Information Age Publishing.Search in Google Scholar

Poehner, M. E. (2008). Dynamic assessment: A Vygotskian approach to understanding and promoting L2 development. Springer.10.1007/978-0-387-75775-9Search in Google Scholar

Qin, L. L. (2017). An Introduction to Sociocultural Theory in Second Language Acquisition [二语习得社会文化理论概论]. Peking University Press.Search in Google Scholar

Qin, L. L. (2021). Clear the clouds and see the sun in the world of Vygotsky’s ideas: An interview with James Lantolf. International Journal of TESOL Studies, 3(1), 101-113. https://doi.org/10.46451/ ijts.2021.01.08Search in Google Scholar

Qin, L. L., & Ren, W. (2021). Investigating affordance in technology-enriched language learning environment through exploring students’ perezhivaniya. Chinese Journal of Applied Linguistics, 44 (2), 187-202+263.10.1515/CJAL-2021-0011Search in Google Scholar

Tajeddin, Z., & Kamali, J. (2020). Typology of scaffolding in teacher discourse: Large data-based evidence from second language classrooms. International Journal of Applied Linguistics, 30(2), 329-343. https://doi-org.uconn.80599.net/10.1111/ijal.1228610.1111/ijal.12286Search in Google Scholar

Tomasello, M. (1999). The cultural origins of human cognition. Harvard University Press.10.4159/9780674044371Search in Google Scholar

Valsiner, J., & van der Veer, R. (1993). The encoding of distance: The concept of the zone of proximal development and its interpretations. In R. R. Cockney & K. A. Renninger (Eds.), The development and meaning of psychological distance (pp. 35-62). Erlbaum.Search in Google Scholar

Valsiner, J., & van der Veer, R. (2014). Encountering the border: Vygotsky’s zona blizhaishego razvitia and its implications for theories of development. In A. Yasnitsky, R. van der Veer, & M. Ferrari (Eds.), The Cambridge handbook of cultural-historical psychology (pp. 148-174). Cambridge University Press.10.1017/CBO9781139028097.009Search in Google Scholar

Vygotsky, L. S. (1962). Thought and language. MIT Press.10.1037/11193-000Search in Google Scholar

Vygotsky, L. S. (1978). Interaction between learning and development. In M. Cole, V. John - Steiner, S. Scribner, & E. Souberman (Eds.), Mind in society: The development of higher psychological processes (pp. 79-91). Harvard University Press.Search in Google Scholar

Vygotsky, L. S. (1987). Thinking and Speech. In R. W. Rieber, & A. S. Carton (Eds.), The Collected Works of L. S. Vygotsky (Vol. 1), Problems of General Psychology (pp. 39-285). Plenum Press. (Original work published 1934)Search in Google Scholar

Vygotsky,L. S. (2011).The dynamics of the schoolchild’s mental development in relation to teaching and learning (A. Kozulin, Trans.). Journal of Cognitive Education and Psychology, 10(2), 198-211. (Original work published 1935)10.1891/1945-8959.10.2.198Search in Google Scholar

Walqui, A., & van Lier, L. (2010). Scaffolding the academic success of adolescent English language learners: A pedagogy of promise. WestEd. 730 Harrison Street, San Francisco, CA 94107-1242.Search in Google Scholar

Wood, D., Bruner, J. S., & Ross, G. (1976). The role of tutoring in problem solving. Journal of Child Psychology & Psychiatry, 17(2), 89-100. https://doi-org.uconn.80599.net/10.1111/j.1469-7610.1976.tb00381.x10.1111/j.1469-7610.1976.tb00381.xSearch in Google Scholar

Wood, D., & Wood, H. (1996). Contingency in tutoring and learning. Journal of Learning and Instruction, 6(4), 391-397. 10.1016/S0959-4752(96)00023-010.1016/S0959-4752(96)00023-0Search in Google Scholar

Xi, J., & Lantolf, J. P. (2020). Scaffolding and the zone of proximal development: A problematic relationship. Journal for the Theory of Social Behavior, 51(1), 25-48. 10.1111/jtsb.1226010.1111/jtsb.12260Search in Google Scholar

Published Online: 2022-02-18
Published in Print: 2022-02-23

© 2022 FLTRP, Walter de Gruyter, Cultural and Education Section British Embassy

Downloaded on 20.11.2025 from https://www.degruyterbrill.com/document/doi/10.1515/CJAL-2022-0110/html
Scroll to top button