The International Research Foundation

for English Language Education

SOCIOCULTURAL THEORY IN LANGUAGE LEARNING AND TEACHING:

SELECTED REFERENCES
(Last updated 30 June 2020)

Alanen, R., & Poyhonen, S. (Eds.) (2007). Language in action: Vygotsky and Leontievian legacy
today. Newscastle upon Tyne, UK: Cambridge Scholars.

Aljaafreh, A., & Lantolf, J.  P. (1994). Negative feedback as regulation and second language
learning in the Zone of Proximal Development. The Modern Language Journal, 78, 465-
483.

Atkinson, D. (2002). Toward a sociocognitive approach to second language acquisition. Modern

Language Journal, 86, 525–545.

Au, K. H. (1990). Changes in a teacher’s views of interactive comprehension instruction. In L.C.

Moll (Ed.), Vygotsky and education: Instructional implications and applications of
sociohistorical psychology (pp. 271-286). New York, NY: Cambridge University Press.
Ball, A. F. (2000). Teachers’ developing philosophies on literacy and their use in urban schools:
A Vygotskian perspective on internal activity and teacher change. In C.D. Lee, & P.
Smagorinsky (Eds.), Vygotskian perspectives on literacy research: Constructing meaning
through collaborative inquiry (pp. 226-255). New York, NY: Cambridge University
Press.
Brooks, F. B., & Donato, R. (1994). Vygotskyan approaches to understanding foreign language
learner discourse during communicative tasks. Hispania, 77(2), 262-274.
Bruner, J. S., & Sherwood, V. (1975). Peekaboo and the learning of rule structures. In J. S.
Bruner, A. Jolly, & K. Sylva (Eds.), Play: Its role in development and evolution (pp.
277–285). New York, NY: Basic Books.
Byrnes, H. (Ed.). (2006). Advanced language learning: The contribution of Halliday and
Vygotsky. London/New York, NY: Continuum.

Byrnes, H. (2006). What kind of resource is language and why does it matter for advanced
language learning?. In H. Byrnes (Ed.), Advanced language learning: The contribution of
Halliday and Vygotsky (pp.1-28). London/New York, NY: Continuum.

Chaiklin, S. (2003). The zone of proximal development in Vygotsky’s analysis of learning and
instruction. In A. Kozulin, B. Gindis, V. S. Ageyev, & S. M. Miller (Eds.), Vygotsky’s
education theory in cultural context (pp. 39-64). Cambridge, UK: Cambridge University
Press.
Cole, M. (2009). The perils of translation: A first step in reconsidering Vygotsky’s theory of
development in relation to formal education. Mind, Culture, Activity, 16(4), 291-295.

1
177 Webster St., #220, Monterey, CA 93940 USA
Web: www.tirfonline.org / Email: info@tirfonline.org
 The International Research Foundation
for English Language Education

Cross, R. (2010). Language teaching as sociocultural activity: Rethinking language teacher

practice. Modern Language Journal, 94(3), 434-452. doi: 10.1111/j.1540-
4781.2010.01058.x

da Silva Iddings, A. C. (2018). Applying sociocultural theory to prepare teachers to work with
culturally and linguistically diverse students and families. In J. P. Lantolf, M. E. Poehner,
& M. Swain (Eds.), The Routledge handbook of sociocultural theory and second
language development (pp. 505-526). Routledge.
Daniels, H. (Ed.). (1996). An introduction to Vygotsky. London, UK: Routledge.
Daniels, H. (2001). Vygotsky and pedagogy. London, UK: Routledge.
Daniels, H. (2008). Reflections on points of departure in the development of sociocultural and
activity theory. In B. V. Oers, W. Wardekker, E. Elbers, & R. V. De Veer (Eds.), The
transformation of learning: Advances in cultural-historical activity theory (pp. 58-75).
Cambridge University Press.
Daniels, H., Cole, M., & Wertsch, J. V. (Eds.). (2007). The Cambridge companion to Vygotsky.
Cambridge, UK: Cambridge University Press.
De Guerrero, M., & Villamil, O. (2000). Activating the ZPD: Mutual scaffolding in L2 peer
revision. Modern Language Journal, 84, 51-68.

Del Rio, P., & Alvarez, A. (2007). Inside and outside the zone of proximal development: An
ecofunctional reading of Vygotsky. In H. Daniels, M. Cole, & J. V. Wertsch (Eds.), The
Cambridge companion to Vygotsky (pp. 276-306). Cambridge, UK: Cambridge
University Press.
DiPardo, A., & Potter, C. (2003). Beyond cognition: Vygotskian perspective on emotionality and
teachers’ professional lives. In A. Kozulin, B. Gindis, V. Ageyev, & S. Miller (Eds.),
Vygotsky’s educational theory in cultural context (pp. 317-345). New York, NY:
Cambridge University Press.
Dogancay-Aktuna, S. (2006). Expanding the sociocultural knowledge base of TESOL teacher
education. Language, Culture and Curriculum, 19(3), 278-295.

Donato, R. (1994). Collective scaffolding in second language learning. In J. P. Lantolf & G.

Appel (Eds.), Vygotskian approaches to second language research (pp. 33–56).
Norwood, NJ: Ablex.

Donato, R., & McCormick, D. (1994). A sociocultural perspective on language learning

strategies: The role of mediation. The Modern Language Journal, 78(4), 453-464.

2
177 Webster St., #220, Monterey, CA 93940 USA
Web: www.tirfonline.org / Email: info@tirfonline.org
 The International Research Foundation
for English Language Education

Duarte, J. (2016). Translanguaging in mainstream education: A sociocultural approach.

International Journal of Bilingual Education and Bilingualism, 22(2), 150-164.
https://doi.org/10.1080/13670050.2016.1231774
Duff, P., (2007). Second language socialization as sociocultural theory: Insights and issues.
Language Teaching, 40, 309–319.

Dunn, W. E., & Lantolf, J. P. (1998). Vygotsky’s zone of proximal development and Krashen’s i
+ 1: Incommensurable constructs; incommensurable theories. Language Learning, 48(3),
411-442.
Eghtesad, S. (2019). Sociocultural implications of assessment practices in Iranian, French, and
American foreign language classes. In S. Papageorgiou & K. M. Bailey (Eds.), Global
perspectives on language assessment: Research, theory, and practice (pp. 212-227). New
York, NY: Routledge.

Faltis, C. (1990). Spanish for native speakers: Freirian and Vygotskian perspectives. Foreign
Language Annals, 23, 117-126.
Fernandez, M., Wegerif, R., Mercer, N., & Rojas-Drummond, S. M. (2001). Re-conceptualising
scaffolding and the zone of proximal development in the context of symmetrical
collaborative learning. Journal of Classroom Interaction, 36(2), 40-54.
Feryok, A. (2017). Sociocultural theory and task-based language teaching: The role of praxis.
TESOL Quarterly, 51(3), 716-727.
Frawley, W., & Lantolf, J. P. (1985). Second language discourse: A Vygotskyan perspective.
Applied Linguistics, 6(1), 19-44.
Gibbons, P. (2003). Mediating language learning: Teacher interactions with ESL students in a
content-based classroom. TESOL Quarterly, 37, 243–270.

Goldenberg, C., Rueda, R. S., & August, D. (2006). Sociocultural influences on the literacy
attainment of language-minority children and youth. In D. August & T. Shanahan (Eds.),
Developing literacy in second-language learners: Report of the National Literacy Panel
on language-minority children and youth (pp. 269-318). Mahwah, NJ: Lawrence
Erlbaum Associates.
Goldenberg, C., Rueda, R. S., & August, D. (2008). Sociocultural contexts and literacy
development. In D. August & T. Shanahan (Eds.), Developing reading and writing in
second-language learners (pp. 95-129). New York, NY: Routledge.
Grabois, H. (2008). Contribution and language learning: Service-learning from a sociocultural
perspective. In J. P. Lantolf & M. E. Poehner (Eds.), Sociocultural theory and the
teaching of second languages (pp. 380-406). London, UK: Equinox.

3
177 Webster St., #220, Monterey, CA 93940 USA
Web: www.tirfonline.org / Email: info@tirfonline.org
 The International Research Foundation
for English Language Education

Guk, I., & Kellogg, D. (2007). The ZPD and whole class teaching: Teacher-led and student-led
interactional mediation of tasks. Language Teaching Research, 11(3), 281-299.
Gumperz, J. J. (1977). Sociocultural knowledge in conversational interference. In M. Saville-
Troike (Ed.), Linguistics and anthropology (pp. 191-214). Washington DC: Georgetown
University Press.

Haught, J. R., & McCafferty, S. G. (2008). Embodied language performance: Drama and the
ZPD in the second language classroom. In J. P. Lantolf & M. E. Poehner (Eds.),
Sociocultural theory and the teaching of second languages (pp. 139-162). London, UK:
Equinox.
Holland, D., & Lachicotte, W. Jr. (2007). Vygotsky, Mead, and the new sociocultural studies of
identity. In H. Daniels, M. Cole & J. Wertsch (Eds.), The Cambridge companion to
Vygotsky (pp. 101-135). Cambridge, UK: Cambridge University Press.
Holzman, L. (2002). Vygotsky’s zone of proximal development: The human activity zone.
Retrieved from http://www.eastsideinstitute.org/socialtherapy.html
Holzman, L. (2009). Vygotsky at work and play. London, UK: Routledge.
John-Steiner, V., & Mahn, H. (1996). Sociocultural approaches to learning and development: A
Vygotskian framework. Educational Psychologist, 31, 191-206.
Johnson, K. E. (2009). Second language teacher education: A sociocultural perspective. New
York, NY: Routledge.
Johnson, K. E., & Golombek, P. R. (2016). Mindful L2 teacher education: A sociocultural
perspective on cultivating teachers’ professional development. New York, NY:
Routledge.

Karpov, Y. V. (2003). Vygotsky’s doctrine of scientific concepts: Its role for contemporary
education. In A. Kozulin, B. Gindis, V. S. Ageyev, & S. M. Miller (Eds.), Vygotsky’s
educational theory in cultural context (pp. 65-82). Cambridge, UK: Cambridge
University Press.
Kinginger, C. (2002). Defining the zone of proximal development in U.S. foreign language
education. Applied Linguistics, 23(2), 240-261.
Knouzi, I., Swain, M., Lapkin, S., & Brooks, L. (2010). Self-scaffolding mediated by
languaging: Microgenetic analysis of high and low performers. International Journal of
Applied Linguistics, 20(1), 23-49.
Kozulin, A. (1986). Vygotsky in context. In A. Kozulin (Ed.), L. S. Vygotsky: Thought and
language. Cambridge, MA: MIT Press.

4
177 Webster St., #220, Monterey, CA 93940 USA
Web: www.tirfonline.org / Email: info@tirfonline.org
 The International Research Foundation
for English Language Education

Kozulin, A., Gindis, B., Ageyev, V. S., & Miller, S. M. (Eds.). (2003). Vygotsky’s educational
theory in cultural context. Cambridge, UK: Cambridge University Press.
Lantolf, J. P. (2000). Introducing sociocultural theory. In J. P. Lantolf (Ed.), Sociocultural theory
and second language learning (pp. 1-26). Oxford, UK: Oxford University Press.
Lantolf, J. P. (2003). Interpersonal communication and internalization in the second language
classroom. In A. Kozulin, B. Gindis, V. S. Ageyev, & S. M. Miller (Eds.), Vygotsky’s
educational theory in cultural context (pp. 349-370). Cambridge, UK: Cambridge
University Press.

Lantolf, J. P. (2011). The sociocultural approach to second language acquisition: Sociocultural

theory, second language acquisition, and artificial L2 development. In D. Atkinson (Ed.),
Alternative approaches to second language acquisition (pp. 24-47). New York, NY:
Routledge.
Lantolf, J. P., & Appel, G. (Eds.). (1994). Vygotskian approaches to second language research.
Norwood, NJ: Ablex.

Lantolf, J. P., & Pavlenko, A. (1995). Sociocultural theory and second language acquisition.
Annual Review of Applied Linguistics, 15, 108-124.

Lantolf, J. P., & Poehner, M. E. (Eds.). (2008). Sociocultural theory and the teaching of second
languages. London, UK: Equinox.
Lantolf, J.  P., & Poehner, M.  E. (2011). Dynamic assessment in the classroom:  Vygotskian
praxis for L2 development. Language Teaching Research, 15, 11-33.

Lantolf, J. O., & Thorne, S. L. (2006). Sociocultural theory and the genesis of second language
development. Oxford, UK: Oxford University Press.
Lantolf, J. & Thorne, S. L. (2007). Sociocultural theory and second language learning. In. B. van
Patten & J. Williams (Eds.), Theories in second language acquisition (pp. 201-224).
Mahwah, NJ: Lawrence Erlbaum.

Lasky, S. (2005). A sociocultural approach to understanding teacher identity, agency and

professional vulnerability in a context of secondary school reform. Teaching and Teacher
Education, 21, 899-916.
Lei, X. (2008). Exploring a sociocultural approach to writing strategy research: Mediated actions
in writing activities. Journal of Second Language Writing, 17, 217-236.
Lewis, C., Enciso, P., & Moje, E. B. (Eds.). (2007). Reframing sociocultural research on
literacy: Identity, agency, and power. Mahwah, NJ: Lawrence Erlbaum.

5
177 Webster St., #220, Monterey, CA 93940 USA
Web: www.tirfonline.org / Email: info@tirfonline.org
 The International Research Foundation
for English Language Education

Li, A., & Gasser, M. (2005). Predicting Asian international students’ sociocultural adjustment: A
test of two mediation models. International Journal of Intercultural Relations,29(5), 561-
576.

Magnan, S. S. (2008). The unfulfilled promise of teaching for communicative competence:

Insights from sociocultural theory. In J. P. Lantolf & M. E. Poehner (Eds.), Sociocultural
theory and the teaching of second languages (pp. 351-381). London, UK: Equinox.
Mei, Y. (2019). Assessing second language writing: Raters’ perspectives from a sociocultural
view. In S. Papageorgiou & K. M. Bailey (Eds.), Global perspectives on language
assessment: Research, theory, and practice (pp. 47-60). New York, NY: Routledge.

Mercer, N. (2004). Sociocultural discourse analysis: Analysing classroom talk as a social mode
of thinking. Journal of Applied Linguistics, 1(2), 137-168.
https://doi.org/10.1558/japl.v1i2.137
Minick, N. (1996). The development of Vygotsky’s thought: An introduction to thinking and
speech. In H. Daniels (Ed.), An introduction to Vygotsky (pp. 28-52). London, UK:
Routledge.
Mitchell, R., Myles, F., & Marsden, E. (2013). Second language learning theories. London, UK:
Routledge.

Moll, L. C. (Ed.) (1990). Vygotsky and education: Instructional implications and applications of
sociohistorical psychology. New York, NY: Cambridge University Press.
Moll, L. C., & Whitmore, K. F. (1993). Vygotsky in classroom practice: Moving from individual
transmission to social transaction. In E. A. Forman, N. Minick, & C. A. Stone (Eds.),
Contexts for learning: Sociocultural dynamics in children’s development (pp. 19-42).
Oxford, UK: Oxford University Press.
Monzó, L., & Rueda, R. (2001). Constructing achievement orientations toward literacy: An
analysis of sociocultural activity in Latino home and community contexts. Retrieved from
https://eric.ed.gov/?id=ED452512
Monzó, L. D., & Rueda, R. (2006). A sociocultural perspective on acculturation: Latino
immigrant families negotiating diverse discipline practices. Education and Urban
Society, 38(2), 188-203.
Moran, S., & John-Steiner, V. (2003). Creativity in the making: Vygotsky’s contemporary
contribution to the dialectic of creativity and development. Oxford, UK: Oxford
University Press.
Negueruela, E. (2008). Revolutionary pedagogies: Learning that leads (to) second language
development. In J. P. Lantolf & M. E. Poehner (Eds.), Sociocultural theory and the
teaching of second languages (pp. 189-227). London, UK: Equinox.

6
177 Webster St., #220, Monterey, CA 93940 USA
Web: www.tirfonline.org / Email: info@tirfonline.org
 The International Research Foundation
for English Language Education

Olson, D. R. (1995). Writing and the mind. In J. V. Wertsch, P. D. Rio, & A. Alvarez (Eds.),
Sociocultural studies of mind (pp. 95-123). Cambridge, UK: Cambridge University Press.
Penuel, W., & Wertsch, J. (1995). Vygotsky and identity formation: A sociocultural approach.
Educational Psychologist, 30, 83-92.
Pérez, B. (Ed.). (2004). Sociocultural contexts of language and literacy (2nd ed.). Mahwah, NJ:
Lawrence Erlbaum.
Petré, P., Cuyckens, H., & D’hoedt, F. (Eds.). (2018). Sociocultural dimensions of lexis and text
in the history of English. Philadelphia, PA: John Benjamins Publishing Company.
Poehner, M.  E., & Lantolf, J.  P. (2010). Vygotsky’s teaching-assessment dialectic and L2
education: The case for dynamic assessment. Mind, Culture, and Activity, 17, 312-330.

Reis, D. S. (2011). Non-native English-speaking teachers (NNESTs) and professional

legitimacy: A sociocultural theoretical perspective on identity transformation.
Richard-Amato, P. A. (2010). Making it happen: From interactive to participatory language
teaching: Evolving theory and practice (3rd ed.). White Plains, NY: Pearson.

Rivera, K. M., & Huerta-Macías, A. (Eds.). (2007). Adult biliteracy: Sociocultural and
programmatic responses. London, UK: Routledge.
Robbins, D. (2003). Vygotsky’s and A. A. Leontiev’s semiotics and psycholinguistics:
Applications for education, second language acquisition, and theories of language.
Westport, CT: Praeger.

Rogoff, B. (1995). Observing sociocultural activities on three planes: Participatory appropriation,

guided participation, and apprenticeship. In J. V. Wertsch, P. Del Rio, & A. Alvarez
(Eds.), Sociocultural studies of mind (pp. 139–164). Cambridge, UK: Cambridge
University Press.

Rueda, R. (1998, December). Standards for professional development: A sociocultural

perspective. (Research Brief No. 2). Santa Cruz, CA: University of California, Center for
Research on Education, Diversity & Excellence.
Rueda, R., August, D., & Goldenberg, C. (2006). The sociocultural context in which children
acquire literacy. In D. August & T. Shanahan (Eds.), Developing literacy in second-
language learners: Report of the National Literacy Panel on language-minority children
and youth (pp. 319-340). Mahwah, NJ: Erlbaum.
Rueda, R., & Dembo, M. (1995). Motivational processes in learning: A comparative analysis of
cognitive and sociocultural frameworks. Advances in Motivation and Achievement, 9,
255-289.

7
177 Webster St., #220, Monterey, CA 93940 USA
Web: www.tirfonline.org / Email: info@tirfonline.org
 The International Research Foundation
for English Language Education

Rueda, R., MacGillivray, L., Monzó, L., & Arzubiaga, A. (2001). Engaged reading: A multi-
level approach to considering sociocultural factors with diverse learners. In D. M.
McInerney & S. Van Etten (Eds.), Research on sociocultural influences on motivation
and learning (Vol.1). (pp. 233-264). Greenwich, CT: Information Age.
Rueda, R., & Moll, L. C. (1994). A sociocultural perspective on motivation. In H. F. O’Neill &
M. Drillings (Eds.), Motivation: Theory and research (pp. 117-137). Hillsdale, NJ:
Lawrence Erlbaum.
Rueda, R., Monzó, L. D., & Higareda, I. (2004). Appropriating the sociocultural resources of
Latino paraeducators for effective instruction with Latino students: Promise and
problems. Urban Education, 39(1), 52-90.
Shohel, M. M. C., & Howes, A. J. (2008). Informality of teaching and learning in nonformal
schools: Sociocultural processes as mesosystems of student development. Education, 36,
293–309.
Stetsenko, A., & Arievitch, I. (2002). Teaching, learning, and development: A post-Vygotskian
perspective. In G. Wells & G. Claxton (Eds.), Learning for life in the 21st century:
Sociocultural perspective on the future of education (pp. 84-96). Oxford, UK: Blackwell.
Swain, M. (2000). The output hypothesis and beyond: Mediating acquisition through
collaborative dialogue. In J. P. Lantolf (Ed.), Sociocultural theory and second language
learning (pp. 97–114). New York, NY: Oxford University Press.

Swain, M., Kinnear, P., & Steinman, L. (2011). Sociocultural theory in second language
education: An introduction through narratives. Bristol, UK. Multilingual Matters.

Swain, M., & Lapkin, S. (2013). A Vygotskian sociocultural perspective on immersion

education: The L1/L2 debate. Journal of Immersion and Content-Based Education, 1,
101–129.

Swain, M., & Watanabe, Y. (2013). Languaging: Collaborative dialogue as a source of second
language learning. In C. A. Chapelle (Ed.), The encyclopedia of applied linguistics (pp.
3218–3225). Oxford, UK: Blackwell.
Thorne, S. L. (2000). Second language acquisition theory and some truth(s) about relativity. In J.
Lantolf (Ed.), Sociocultural theory and second language learning (pp. 219-243). Oxford:
Oxford University Press.

Thorne, S. L. (2005). Epistemology, politics, and ethics in sociocultural theory. Modern

Language Journal, 89, 393-409.

Thorne, S. L., & Tasker, T. (2011). Sociocultural and cultural-historical theories of language
development. In J. Simpson (Ed.), Routledge handbook of applied linguistics (pp. 487-
500). New York: Routledge.
8
177 Webster St., #220, Monterey, CA 93940 USA
Web: www.tirfonline.org / Email: info@tirfonline.org
 The International Research Foundation
for English Language Education

Towsey, P. M., & MacDonald, C. A. (2009). Wolves in sheep’s clothing and other Vygotskian
constructs. Mind, Culture, and Activity, 16, 234-262.
Ushioda, E. (2007). Motivation, autonomy and sociocultural theory. Dublin, Ireland: Authentik
Language Learning.

van der Veer, R. (2007). Vygotsky in context: 1900-1935. In H. Daniels, M. Cole, & J. V.
Wertsch (Eds.), The Cambridge companion to Vygotsky (pp. 21-49). Cambridge, UK:
Cambridge University Press.
van der Veer, R., & Valsiner, J. (2003). Understanding Vygotsky: A quest for synthesis. Oxford,
UK: Blackwell.
van Lier, L. (2000). From input to affordance: Social-interactive learning from an ecological
prospective. In J. P. Lantolf (Ed.), Sociocultural theory and second language learning:
Recent advances (pp. 245–259). Oxford, UK: Oxford University Press.

van Lier, L. (2004). The ecology and semiotics of language learning: A sociocultural
perspective. Boston, MA: Kluwer Academic.

van Lier, L. (2008). The ecology of language learning and sociocultural theory. In Encyclopedia
of language and education. (Vol. 9, pp. 1-13). New York, NY: Springer.
Vygotsky, L. S. (1962). Thought and language. Boston: M.I.T. Press.

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes.

Cambridge, MA: Harvard University Press.

Vygotsky, L. S. (1986). Thought and language (A. Kozulin, Trans.). Cambridge, MA: MIT
Press. (Original work published, 1934).

Walqui, A., & van Lier, L. (2010). Scaffolding the academic success of adolescent English
language learners: A pedagogy of promise. San Francisco, CA: WestEd.

Warschauer, M. (1997). A sociocultural approach to literacy and its significance for CALL. In K.
Murphy-Judy & R. Sanders (Eds.), NEXUS: The convergence of language teaching and
research using technology (pp. 88-97). Durham, North Carolina: Computer Assisted
Language Instruction Consortium.

Warschauer, M. (1998). Online learning in sociocultural context. Anthropology & Education

Quarterly, 29, 68-88.

Warschauer, M. (2005). Sociocultural perspectives on CALL. In J. Egbert & G. M. Petrie (Eds.),

CALL Research Perspectives (pp. 41-51). Mahwah, NJ: Lawrence Erlbaum.

9
177 Webster St., #220, Monterey, CA 93940 USA
Web: www.tirfonline.org / Email: info@tirfonline.org
 The International Research Foundation
for English Language Education

Wells, G. (1999). Dialogic inquiry: Towards a sociocultural practice and theory of education.
Cambridge, UK: Cambridge University Press.
Wells, G. (1999). Using L1 to master L2: A response to Anton and DiCamillas’ “socio-cognitive
functions of L1 collaborative interaction in the L2 classroom”. The Modern Language
Journal, 83(2), 248-254.
Wertsch, J. V. (1980). The significance of dialogue in Vygotsky’s account of social, egocentric,
and inner speech. Contemporary Educational Psychology, 5, 150-162.
Wertsch, J. V. (1985). Vygotsky and the social formation of mind. Cambridge, MA: Harvard
University Press.
Wertsch, J. V. (1991). Voices of the mind: A sociocultural approach to mediated action.
Cambridge, MA: Harvard University Press.
Wertsch, J. V. (1998). Mind as action. New York, NY: Oxford University Press.
Wertsch, J. V., Rio, P. D., & Alvarez, A. (Eds.). (1995). Sociocultural studies of mind.
Cambridge, UK: Cambridge University Press.
Wertsch, J. V., Tulviste, P., & Hagstrom, F. (1993). A sociocultural approach to agency. In E. A.
Forman, N. Minnick, & C. A. Stone (Eds.), Context for learning: Sociocultural dynamics
in children’s development (pp. 336-356). New York, NY: Oxford University Press.
Wood, D., Bruner, J. S., & Ross, G. (1976). The role of tutoring in problem solving. Journal of
Child Psychology and Psychiatry,17, 89-100.
Zuengler, J., & Miller, E. R. (2006). Cognitive and sociocultural perspectives: Two parallel SLA
worlds? TESOL Quarterly, 40, 35–58.

10
177 Webster St., #220, Monterey, CA 93940 USA
Web: www.tirfonline.org / Email: info@tirfonline.org