Journal articles: 'Sociocultural perspectives on learning'

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Zhang, Lawrence Jun. "Learning in school–university partnership: sociocultural perspectives." Pedagogies: An International Journal 8, no. 3 (July 2013): 295–98. http://dx.doi.org/10.1080/1554480x.2013.796615.

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Lattuca, Lisa R. "Learning Interdisciplinarity: Sociocultural Perspectives on Academic Work." Journal of Higher Education 73, no. 6 (2002): 711–39. http://dx.doi.org/10.1353/jhe.2002.0054.

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Field, Kit. "Learning in school–university partnership: sociocultural perspectives." Professional Development in Education 35, no. 2 (June 2009): 307–8. http://dx.doi.org/10.1080/19415250902732817.

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He, Agnes Weiyun. "The Heart of Heritage: Sociocultural Dimensions of Heritage Language Learning." Annual Review of Applied Linguistics 30 (March 2010): 66–82. http://dx.doi.org/10.1017/s0267190510000073.

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The very notion of heritage language (HL) is a sociocultural one insofar as it is defined in terms of a group of people who speak it. Heritage languages also have a sociocultural function, both as a means of communication and as a way of identifying and transforming sociocultural groups. This article surveys two broad approaches to research on the sociocultural dimensions of HL learning. While both of these approaches acknowledge the close connection and mutual dependency between HL learning processes and sociocultural processes, they differ in that one of them takes a correlational perspective, and the other a social constructivist perspective. This article reviews a selective body of work conducted from each of the two perspectives and concludes with a discussion of the implications of the sociocultural complexity associated with HL learning for research and practice.

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Nasir, Na’ilah Suad, and Victoria M. Hand. "Exploring Sociocultural Perspectives on Race, Culture, and Learning." Review of Educational Research 76, no. 4 (December 2006): 449–75. http://dx.doi.org/10.3102/00346543076004449.

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Barnas, Martina M., and Snezhana Zheltoukhova. "Reflections on the SWSEEL Russian program from a sociocultural perspective: Challenges and benefits." International Journal of Literacy, Culture, and Language Education 3 (April 1, 2014): 112–26. http://dx.doi.org/10.14434/ijlcle.v3i0.26911.

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The SWSEEL intensive language summer training program held annually at the Bloomington campus of Indiana University is one of the oldest and most popular intensive Russian language programs in the US. In this paper we reflect on our respective combined experience as a Russian course learner and a Russian course instructor to identify benefits and potential challenges from the perspective of sociocultural learning theories as developed in the field of Learning Sciences. We show the sociocultural lens is well suited for describing learning in the SWSEEL environment, and the Russian SWSEEL course is designed and taught in agreement with perspectives of learning in sociocultural learning theories. Ultimately, sociocultural instructional strategies strengthen the SWSEEL model and validate the application of sociocultural learning design in the context of intensive language programs.

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Gold, Jason D. "Cognitive and Sociocultural Perspectives: Approaches and Implications for Learning, Teaching and Assessment." European Journal of Social & Behavioural Sciences 30, no. 3 (August 31, 2021): 217–35. http://dx.doi.org/10.15405/ejsbs.301.

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The primary role of educators is to best serve and support students’ learning. To this end, the epistemological beliefs they hold are immensely influential, governing (both explicitly and implicitly) educators’ assumptions about how students learn, which determines the curriculum design and instructional methods utilized to support that learning. Over the years, two prominent and influential epistemological theories have developed – the cognitive perspective, which focuses on learners’ mental processes, and the sociocultural perspective, which focuses on learners’ participation in social practices within a particular context – with each providing their own unique contributions to the field of education. Using the example of the learning goal of students’ mastery of English for passing the TOEFL, the purpose of this paper is to explore how these two perspectives view knowing and learning, and the implications of this for motivating engagement and assessing learning. By drawing on and utilizing a synthesis of the cognitive and sociocultural perspectives, educators can align their learning outcomes with the most pedagogically-appropriate approach possible, to best support overall student learning and academic success.

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Gajek, Elżbieta. "Meskill, Carla. (ed.) (2013) Online Teaching and Learning: Sociocultural Perspectives." CALICO Journal 32, no. 1 (December 5, 2014): 195–98. http://dx.doi.org/10.1558/calico.v32i1.25658.

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Kendal, Jeremy R. "Cultural Niche Construction and Human Learning Environments: Investigating Sociocultural Perspectives." Biological Theory 6, no. 3 (September 2011): 241–50. http://dx.doi.org/10.1007/s13752-012-0038-2.

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Ameri, Maryam. "Criticism of the Sociocultural Theory." Budapest International Research and Critics Institute (BIRCI-Journal): Humanities and Social Sciences 3, no. 3 (July 29, 2020): 1530–40. http://dx.doi.org/10.33258/birci.v3i3.1082.

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Sociocultural theory is an emerging theory in psychology that looks at the important contributions that society makes to individual development. This theory stresses the interaction between developing people and the culture in which they live. Sociocultural theory also suggests that human learning is largely a social process. Psychology is one of the newest sciences. Over the years, social scientists have developed theories or perspectives based off of their observations, research, and the perspectives of other scientists. Although there is some overlap, each of the major perspectives of psychology is unique. As a result, they each have strengths and weaknesses and explain psychology in a different way. SLA research in the tradition of sociocultural theory examines the dynamic relationship between interaction and acquisition, exploring how language, cognition, and culture are acquired through collaborative interaction. This paper presents an analysis of The Strengths and Weaknesses of the Sociocultural Theory and to present a general overview of Sociocultural Theory (SCT), and its relation to human cognitive development.

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Nasri, Nurfaradilla Mohamad, and Azlin Norhaini Mansor. "Teacher Educators’ Perspectives on the Sociocultural Dimensions of Self-Directed Learning." Creative Education 07, no. 18 (2016): 2755–73. http://dx.doi.org/10.4236/ce.2016.718257.

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Wu, Xueqin. "Learning Chinese: Linguistic, Sociocultural, and Narrative Perspectives by Patricia Duff etal." Canadian Ethnic Studies 47, no. 2 (2015): 203–5. http://dx.doi.org/10.1353/ces.2015.0020.

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Arshavskaya, Ekaterina. "Language Teachers’ Intercultural Learning: A Sociocultural Perspective." InSight: A Journal of Scholarly Teaching 15 (August 1, 2020): 67–82. http://dx.doi.org/10.46504/15202004ar.

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Cobb, Paul. "Cultural Tools and Mathematical Learning: A Case Study." Journal for Research in Mathematics Education 26, no. 4 (July 1995): 362–85. http://dx.doi.org/10.5951/jresematheduc.26.4.0362.

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This study investigates the role that four second graders' use of the hundreds board played in supporting their conceptual development over a 10-week period. Particular attention is given to the transition from counting by ones to counting by tens and ones. The analysis indicates that the children's use of the hundreds board did not support the construction of increasingly sophisticated concepts of ten. However, children's use of the hundreds board did appear to support their ability to reflect on their mathematical activity once they had made this conceptual advance. The constructivist perspective exemplified in the analysis is contrasted with a sociocultural perspective on mathematical development. The differing roles attributed to cultural tools are clarified, and potentially complementary aspects of the two perspectives are discussed.

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Hopwood, Nick. "Doctoral experience and learning from a sociocultural perspective." Studies in Higher Education 35, no. 7 (November 2010): 829–43. http://dx.doi.org/10.1080/03075070903348412.

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Chen, Jie-Qi, Ann Masur, and Gillian McNamee. "Young children’s approaches to learning: a sociocultural perspective." Early Child Development and Care 181, no. 8 (September 2011): 1137–52. http://dx.doi.org/10.1080/03004430.2010.520160.

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Scholz, Emma, Franziska Trede, and Sharanne L. Raidal. "Workplace Learning in Veterinary Education: A Sociocultural Perspective." Journal of Veterinary Medical Education 40, no. 4 (December 2013): 355–62. http://dx.doi.org/10.3138/jvme.0113-015r.

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Tocora, Milena Alcocer, and Carola Hernandez Hernandez. "Sociocultural Perspectives of Science and Learning: Contributions on Pedagogical Practices on STEM teachers in Service." Journal of Education and Training Studies 8, no. 10 (September 16, 2020): 47. http://dx.doi.org/10.11114/jets.v8i10.4961.

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This research study contributes to science teacher training by analyzing a curriculum that takes in sociocultural perspectives of science and learning in in-service teachers' pedagogical practices. It is a qualitative study with a critical hermeneutic methodology. The method used was a multiple case study, which inquires by exploring different cases in depth. The information was collected within the framework of a postgraduate training program, with in-service teachers from the areas of Science, Technology, Engineering, and Mathematics (STEM), in two settings: the training program and the observation of their pedagogical practice. Results show that this sociocultural perspective of the curriculum contributed to the pedagogical practices of the teachers under study in six different ways: i) generation of new understandings of science, learning, and the discipline they teach; ii) identification of other meanings for the concepts they teach; iii) changes in-class activities that help to recognize the identity of the scientific community; iv) inclusion of strategies that foster the negotiation of meaning in the community; v) changes in the evaluation strategies, giving more importance to feedback; and vi) generation of reflexive processes about the pedagogical practice in a more conscious way.

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Santos, Lucas Moreira dos Anjos, Michele Salles El Kadri, Raquel Gamero, and Telma Gimenez. "Teaching English as an additional language for social participation: digital technology in an immersion programme." Revista Brasileira de Linguística Aplicada 18, no. 1 (February 19, 2018): 29–55. http://dx.doi.org/10.1590/1984-6398201811456.

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ABSTRACT This paper analyses conceptualizations of digital technology use that are aligned with sociocultural pedagogies of language learning, proposing a framework for developing sociocultural language pedagogies through digital technology use and presenting the language education workshops offered for high school students as embodying the principles of such a perspective. The paper is grounded on a sociocultural perspective of learning. Data gathering occurred in the New Talents Program, which is the background of the instructional material developed for the immersion week “Digital technologies and English language learning”. We conclude by discussing some opportunities and challenges for sociocultural pedagogies of language learning through digital literacies.

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Stanley, Trevor Albert. "Situated learning in accountancy: an employer perspective." Accounting Research Journal 30, no. 3 (September 4, 2017): 265–82. http://dx.doi.org/10.1108/arj-02-2015-0014.

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Purpose The purpose of this paper is to highlight the perspectives of employers who participated in a 100-hour, for credit, unpaid, work placement programme in accountancy. Design/methodology/approach A case study method is used involving an interview-based, qualitative approach. Findings The study highlights the potential benefits and costs of the programme with strong themes applicable to the real-world accounting work environment and the interaction with people as essential elements of why students do a work placement; the importance of tasks in the student’s learning; the significance of relating theory to practice; the nature of the costs involved in providing the work placement; the mutual reciprocal benefits obtained by both students and employers involved in the work placement; and the importance of work placements in accounting education prior to graduation. Practical implications This study provides evidence about the nature and value of work placements in accounting from an employer’s perspective, and based on this research, other universities should be encouraged to implement an accountancy work placement programme. Originality/value Little research has been done on the employer perspectives of work placements in accountancy, and the exploratory case study of this intervention, based on sociocultural learning theory, provides an insight into their perceptions.

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Svanelöv, Eric, Per Enarsson, Eva Flygare Wallén, and Jonas Stier. "Understandings of participation in daily activity services among people with intellectual disabilities: A pedagogical sociocultural perspective." Journal of Intellectual Disabilities 23, no. 2 (November 23, 2017): 203–15. http://dx.doi.org/10.1177/1744629517743578.

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This study sought to explore different understandings of participation in daily activity services among people with intellectual disabilities. Using a pedagogical sociocultural perspective, the research focused on individuals’ perspectives and understandings as well as their account of social interaction, working and learning. In all, 17 people working in daily activity services were interviewed once, and, of these, 14 were interviewed a second time. Using qualitative content analysis, two themes and three categories were singled out. The results show that participation can be understood in two major ways: social interaction and performing work tasks.

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Helou, PhD, Mammy M., and Linda K. Newsome, Ed.D. "Application of Lev Vygotsky’s Sociocultural Approach to Foster Students’ Understanding and Learning Performance." Journal of Education and Culture Studies 2, no. 4 (November 19, 2018): 347. http://dx.doi.org/10.22158/jecs.v2n4p347.

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The current study endeavours to explore the application of the Vygotskian sociocultural approach to students’ cognitive development, particularly as related to the employment of experiential and peer learning, from both teacher and student perspectives. This is followed by a discussion of the inferences made in relation to the contributions of experiential and peer learning as salient educational delivery modes. As such, a presentation of teachers’ recounts about learning to teach, and students’ reflections on teaching to learn are provided. Finally, the current study concludes with: 1) Insightful erudition learning and teaching curves impacting students’ performance, retention and progression; and 2) Directions for future research in the area.

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Sundari, Hanna. "THE FEATURES OF MEDIATION IN EFL CLASSROOM INTERACTION: TEACHER PERSPECTIVES." Indonesian EFL Journal 6, no. 1 (February 24, 2020): 35. http://dx.doi.org/10.25134/ieflj.v6i1.2636.

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The classroom is a place where the teacher, as an expert and the knower, teaches students through interactions influenced by several sociocultural backgrounds. Moreover, the teacher plays a role in mediating language learning processes by providing effective mediation. In brief, mediation can be defined as all objects delivered by the teacher to mediate the students to bring their current ability to the targeted performance. This current research serves to describe the features of mediation applied by English teacher in one lower secondary school in the EFL classroom context. This qualitative-based inquiry applied classroom observation and interviews as instruments to explore how the teacher mediated language learning in the classroom particularly for beginner-level students in one private school in Jakarta. The findings showed that the features of shared intention are the most salient to be mediated. This indicates that the teacher is very concerned with helping and facilitating the students to perform tasks. In addition, in mediating values, challenges, change and competence, the teacher creates engaging classroom discourses, selects particular tasks, and nurtures a positive classroom climate. Moreover, the teacher sets herself as a mediator as well as mediation as an ideal form of behavior and language model in the class.Keywords: English; foreign language; mediation; sociocultural view.

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Nguyen, Minh Hue. "Responding to the Need for Re-Conceptualizing Second Language Teacher Education: The Potential of a Sociocultural Perspective." International Education Studies 9, no. 12 (November 28, 2016): 219. http://dx.doi.org/10.5539/ies.v9n12p219.

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This paper aims to engage with and respond to recent calls in the literature for a unifying theoretical framework to understand second language teacher education (SLTE). It critically reviews the major conceptualizations of SLTE in relation to the key conceptualizations of second language (L2) teaching. The review identifies shortcomings in traditional perspectives on L2 teaching and SLTE and the need to re-conceptualize SLTE as a field. A recent re-conceptualization of SLTE is seen through the shift towards a social constructivist perspective, a redefinition of the knowledge base, research that responds to the epistemological shift, and a sociocultural perspective on SLTE. The existing literature shows that although there is now a growing body of research that looks into the various dimensions of SLTE, few studies have gained a comprehensive and systematic view of the complexities of SLTE. The paper argues that a sociocultural perspective, especially a combination of Vygotsky’s genetic method and Engeström’s proposal of the third generation of activity theory, has become a powerful way of understanding L2 teacher learning, which corresponds to the need for a re-conceptualization of SLTE. This paper calls for more research using a sociocultural framework to enrich its knowledge base.

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Che Mustafa, Mazlina, Azila Alias, and Juppri Bacotang. "Sociocultural Adaptation for Asian Immigrant English Language Learners." Journal of Social Sciences Research, SPI6 (January 30, 2019): 1132–38. http://dx.doi.org/10.32861/jssr.spi6.1132.1138.

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This phenomenological study discusses sociocultural adaptation, as one of the findings emerged from the study, among Asian immigrant English language learners (ELLs) and their parents, as well as New Zealand early childhood teachers. The focus of the study is on the analysis of early childhood teachers’ beliefs about how they can support English acquisition among Asian immigrant ELLs and how these beliefs influence the teachers’ practices in early childhood education (ECE) settings as they adapt themselves.The theoretical framework of this research draws on a range of sociocultural perspectives, including (i) the sociocultural positions initially defined by Lev (1978); (ii) the notion of guided participation articulated by Barbara (2003) (iii) theories of second language acquisition discussed by Lantolf and Thorne (2000); and by Krashen (1982); Krashen (1985) and (iv) acculturation as addressed by Berry (2001). The main participants of this study were seven early childhood teachers and six Asian immigrant ELLs from two ECE centres. Four Asian parents participated in interviews to ascertain the parents’ perspectives about their children’s learning of English and their maintenance of home language. Research methods for the teachers included observations and semi-structured pre- and post-observation interviews. For each centre, observations were carried out over a six week period which enabled a series of snapshots of how the teachers supported the ELLs as they acquired English. The findings were analysed using thematic analysis. The findings revealed that there were dissonances between the teachers’ beliefs and their practices, as well as variation between individual teachers’ beliefs and practices. This study will provide a basis from which to consider how early childhood teachers in New Zealand can draw upon sociocultural perspectives to better support ELLs as they acquire English, while valuing and supporting their linguistic and cultural backgrounds.

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Kusaka, Satoshi. "Analysis of Mozambican Elementary Mathematics Textbooks Compared with Japanese Textbooks Focusing on Tasks and Exercises Related to the Real World." Global Journal of Educational Studies 6, no. 1 (April 20, 2020): 1. http://dx.doi.org/10.5296/gjes.v6i1.16032.

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The importance of sociocultural perspective in curriculum emphasized in the context of Sustainable Development Goals (SDGs). Textbook has a strong relation of all three types, intended, implemented and attained curriculum. Therefore, analyzing sociocultural features of the textbooks leads to improving quality of education in the context of SDGs. This study aims to clarify the pertinent characteristics of Mozambican elementary mathematics textbooks from a sociocultural perspective (in comparison to Japanese ones) by focusing on how they treat ‘real-world’ mathematics. The following four perspectives are discussed: (1) Proportion of the tasks related to the real world via the introduction of new learning content (2) Proportion of exercises related to the real world (3) Categorization of the situation of the tasks and exercises related to the real world. As a result, we found that there are few problems which are related directly to the real world in the Mozambican elementary mathematics textbooks. The content of the problems related to the real world are about the tax system and salaries, which means students are given opportunities to view and think mathematically about their social system right from the elementary school age. In addition, various exercises related to social science topics are contained to help students to understand and hand down Mozambican culture.

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Ocando Finol, Maria. "Past the Anthropocentric: Sociocognitive Perspectives for Tech-Mediated Language Learning." Annual Review of Applied Linguistics 39 (March 2019): 146–51. http://dx.doi.org/10.1017/s0267190519000114.

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AbstractResearchers in second language acquisition (SLA) have long debated the nature of human cognition and how it affects second language learning (L2L). On the one hand, and largely dominating the field of SLA, is the cognitive approach, which focuses on the brain as the unit for cognitive analysis. On the other hand, sociocultural theory holds that human cognition is mediated by cultural artifacts. These perspectives present significantly different views on interaction, understanding it as either auxiliary or instrumental in the learning process, or “fundamentally constitutive” of learning (Mondada & Pekarek Doehler, 2004, p. 502). Increasingly concerned with the role of technology in language learning, current computer-assisted language learning (CALL) research demands theoretical frameworks that account for the ecological relationship between learners, the tools they use, and the environments they inhabit. This article raises the issue of how anthropocentric perspectives on technology have permeated the field of CALL until now, inhibiting its development. I suggest the need for CALL to adopt a less instrumental, more determinist (Carr, 2010) view of the role that technology plays in language learning, by engaging in sociocognitive research (Atkinson, 2010) that embraces the transformative power that technology has over cognition.

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Rinard, Brenda J. "More than words: Advanced language learning from a sociocultural perspective." Linguistics and Education 19, no. 4 (January 2008): 408–10. http://dx.doi.org/10.1016/j.linged.2008.09.002.

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Winje, Øystein, and Knut Løndal. "Bringing deep learning to the surface." Nordic Journal of Comparative and International Education (NJCIE) 4, no. 2 (July 1, 2020): 25–41. http://dx.doi.org/10.7577/njcie.3798.

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Deep learning is a key term in current educational discourses worldwide and used by researchers, policymakers, stakeholders, politicians, organisations and the media with different definitions and, consequently, much confusion about its meaning and usage. This systematic mapping review attempts to reduce this ambiguity by investigating the definitions of deep learning in 71 research publications on primary and secondary education from 1970 to 2018. The results show two conceptualisations of the term deep learning—1) meaningful learning and 2) transfer of learning—both based on cognitive learning perspectives. The term deep learning is used by researchers worldwide and is mainly investigated in the school subjects of science, languages and mathematics with samples of students between 13 and 16 years of age. Deep learning is also a prevalent term in current international education policy and national curriculum reform, thus deeply affecting the practice of teaching and learning in general education. Our review identifies a lack of studies investigating deep learning through perspectives other than cognitive learning theories and suggests that future research should emphasise applying embodied, affective, and social perspectives on learning in the wide array of school subjects, in lower primary education and in a variety of sociocultural contexts, to support the adaptation of deep learning to a general educational practice.

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Sarma, U. Arathi, and Tissy Mariam Thomas. "Breaking the limits of executive functions: Towards a sociocultural perspective." Culture & Psychology 26, no. 3 (January 7, 2020): 358–68. http://dx.doi.org/10.1177/1354067x19898673.

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Executive functions refer to the neurocognitive processes that enable conscious control of goal-directed behaviour. Executive functions lay the neural and cognitive foundation for civilisation and culture with its far reaching effects in day-to-day planning, problem-solving, creativity, self-regulation, empathy and cooperative social behaviour. Though a celebrated area of research for cognitive scientists, contemporary studies find that most of the interventions that target executive functions promote academic achievement in children, but fail to transfer to real-life interpersonal situations. This suggests the need for breaking its cognitive shell and conceiving executive function development in the larger sociocultural context. Thus, the present paper inquires into the cultural space that provides collaborative learning experiences for young children to become efficient problem-solvers and empathetic social beings. After reviewing certain theoretical perspectives and research findings, it is concluded that the early experiences of scaffolding by more competent individuals, specific to the social context and culture, are the crucial determinant of positive executive function development and its expression in everyday situations. The process of such sociocultural influences seems to be mediated by learning appropriate rules that guide executive functions. The paper puts forth the need for culture-specific value-based training for children that can potentially improve the internally motivated execution of control in practical situations. Revival of activities inherent in cultures is also found to be a promising option for devising effective training methods.

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Jayatilleke, Buddhini Gayathri, and Charlotte Gunawardena. "Cultural perceptions of online learning: transnational faculty perspectives." Asian Association of Open Universities Journal 11, no. 1 (August 1, 2016): 50–63. http://dx.doi.org/10.1108/aaouj-07-2016-0019.

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Purpose The purpose of this paper is to investigate how university academics from three different cultural and linguistic backgrounds perceived their own cultural context and how it influences on online learning. Design/methodology/approach The views of 30 faculty members from Sri Lanka, Pakistan and Mauritius who engaged in a six-week professional development online course were gathered through a self-reflection questionnaire, posts on an asynchronous discussion forum and personal self-reflections in journal entries. Content analysis of three asynchronous discussion forums indicated the emergence of categories and themes related to traditional culture and the impact of culture on online learning that were triangulated with questionnaire data and journal entries. Findings Cultural perceptions of Sri Lankans and Pakistanis showed similar patterns in their recognition that their cultures exhibit characteristics of high power distance, collectivism and feminine values, while there were no definite dimensional perspectives from the Mauritians. The inability to define their own cultural context using bi-polar dimensions may reflect the sociocultural context of Mauritius. While these frameworks may explain more traditional cultures like those in Sri Lanka and Pakistan, they are unlikely to be useful to define cultural characteristics when the society is diverse, multiethnic, multicultural and multilingual like Mauritius. Research limitations/implications This study was based on a small sample of participants from three ethnic origins and cannot be generalized. It has generated questions for further research. Practical implications The findings have implications for accounting for culture in designing and delivering online courses. Originality/value This study will benefit instructional designers/curriculum designers/teachers to design culturally sensitive and culturally adaptive online courses.

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Hassan Taj, Imtiaz, Fatimah Ali, Muhammad Aslam Sipra, and Waqar Ahmad. "Effect of Technology Enhanced Language Learning on Vocabulary Acquisition of EFL Learners." International Journal of Applied Linguistics and English Literature 6, no. 3 (March 1, 2017): 262. http://dx.doi.org/10.7575/aiac.ijalel.v.6n.3p.262.

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The aim of the present study was to understand the reasons of MA TEFL students’ silence and unwillingness to participate in class discussions as perceived by their professors. A qualitative method was conducted to understand the issue from teachers’ perspectives at three different Iranian universities (Alzahra University, Tehran University and Azad University). Qualitative data were collected through observational check-list, field notes and semi-structured interviews with 12 professors to reflect their understanding of students’ silence and the ways of involving them in class activities. Then, thematic analysis was run to answer the related research questions. The results of professors’ perspective through thematic analysis have mirrored four different reasons including affective, lingu-cognitive, sociocultural and pedagogical reasons. Some further strategies were proposed by the professors for breaking the wall of silence. The study ended with a number of pedagogical implications.

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Lahn, Leif Chr. "Competence and Learning in Late Career." European Educational Research Journal 2, no. 1 (March 2003): 126–40. http://dx.doi.org/10.2304/eerj.2003.2.1.3.

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Issues of late career have recently attracted much political and public interest but contributions from research have been meagre. In this article, a review is made of the literature on cognitive ageing and learning abilities in an occupational context. Multidimensional and non-linear perspectives are increasingly replacing models of late career as a period of declining expertise. Data from an European Union Framework Programme 4 research project ‘Working Life Changes and the Training of Older Workers' (WORKTOW), supports such a redefinition. Also, the optimistic scenarios for late career that are held out by the literature on ‘boundaryless careers' are challenged. A sociocultural framework that is more sensitive to the institutional and cultural context of age differences in learning at work is asked for.

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LÓPEZ-VARELA AZCÁRATE, ASUNCIÓN. "Didactic patterns for electronic materials in the teaching of interculturalism through literature: the experience of the research group LEETHi." ReCALL 19, no. 2 (May 2007): 121–36. http://dx.doi.org/10.1017/s0958344007000328.

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This paper is a descriptive summary of a research project on blended learning in the Faculty of Arts at the University Complutense Madrid. The project was conducted as action research in 2002-06 by the research group LEETHi. LEETHi’s projects focus on the teaching of literature from an intercultural perspective while helping to develop new media competence. The project also addresses – among other objectives – the intercultural potential of literary tests used in second language acquisition where their practical applications include the development and use of digital material for the study of European literatures with the integration of multiple languages and perspectives. A central issue is the potential of blended learning (i.e. the integration of e-learning and contact learning) and the development of autonomy and communication between students and instructor. The online scenario focuses on the performance of tasks following sociocultural and constructivist theories and concepts borrowed from research on multimodality.

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Shah, Dhara, and Michelle Barker. "Cracking the cultural code." International Journal of Cross Cultural Management 17, no. 2 (May 17, 2017): 215–36. http://dx.doi.org/10.1177/1470595817706383.

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The growth of Indian Information Technology (IT) sector has resulted in many Indian IT expatriates conducting projects at international client sites. Yet little is known about the sociocultural communication challenges these expatriates encounter. Adopting a qualitative, interpretive approach, semi-structured interviews were conducted with 47 Indian IT expatriates at client sites in Australia. The cultural validation and sociocultural competencies framework of the Excellence in Cultural Experiential Learning and Leadership Intercultural Skills Program was used to analyse expatriates’ workplace interactions. Respondents reported a lack of understanding of the ‘unwritten’ sociocultural communication rules in Australia. Communication differences contributed to their frustrations and dissatisfaction during expatriation. Insights into Indian IT expatriates’ experiences of negotiating communication competencies abroad can inform cross-cultural management scholarship and cross-cultural training. Making cultural norms explicit by embedding a cultural learning framework in cross-cultural training programs can contribute to productive, culturally diverse workplaces. The findings may provide fresh perspectives for organizations who prepare or receive expatriates, especially Indian professionals on assignment in Australia or other western countries.

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Xu, Jinqi. "A Practice-based Study of Chinese Students’ Learning - Putting Things Together." Journal of University Teaching and Learning Practice 16, no. 2 (April 1, 2019): 54–70. http://dx.doi.org/10.53761/1.16.2.5.

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This paper investigates Chinese students’ learning experience in the business Faculty of an Australian university. Chinese students are often characterized as “rote learners” or stereotyped as “reduced Other”. Areas of concern are limited to addressing the differences in learning styles, language, and sociocultural barriers. However, learning occurs in many forms. There is an absence of discussion about what practices Chinese students use in order to learn. Based on practice-based theory, a longitudinal ethnographic study of the journeys of five students was traced and investigates what practices Chinese students use in the learning and how these students “put things together” in the journey. This paper reports on two of the five students from the larger study. In particular, this article brings attention to the students’ everyday life and insights into their doings, sayings, and relatings between people, other beings and material artefacts. Chinese students’ learning involves foreground entanglements, co-construction, and relationality of practices from both educational and sociocultural perspectives. This paper provides new insights about Chinese students’ learning and encourages academics and institutions to be aware of the impact of their practices and to deepen their understanding of the complexities of Chinese students’ learning.

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Gutiérrez, Rochelle. "The Sociopolitical Turn in Mathematics Education." Journal for Research in Mathematics Education 44, no. 1 (January 2013): 37–68. http://dx.doi.org/10.5951/jresematheduc.44.1.0037.

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Over the past decade, the mathematics education research community has incorporated more sociocultural perspectives into its ways of understanding and examining teaching and learning. However, researchers who have a long history of addressing anti-racism and social justice issues in mathematics have moved beyond this sociocultural view to espouse sociopolitical concepts and theories, highlighting identity and power at play. This article highlights some promising conceptual tools from critical theory (including critical race theory/Latcrit theory) and post-structuralism and makes an argument for why taking the sociopolitical turn is important for both researchers and practitioners. Potential benefits and challenges of this turn are also discussed.

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Swain, Merrill, and Sharon Lapkin. "A Vygotskian sociocultural perspective on immersion education." Journal of Immersion and Content-Based Language Education 1, no. 1 (March 6, 2013): 101–29. http://dx.doi.org/10.1075/jicb.1.1.05swa.

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An enduring issue in immersion education focuses on the appropriate use of the L1 in the one-way or two-way immersion classroom. In this article we discuss several key constructs (mediation, languaging, the cognition/emotion relationship, zone of proximal development) that are central to a Vygotskian sociocultural theory of mind perspective on second language learning and teaching. Each discussion of a theoretical construct is followed by a review of one or more key research studies from one-way or two-way immersion contexts whose findings we highlight or re-interpret in light of Vygotsky’s insights. The theory and research yield three important guiding principles with the goal of helping educators to make decisions about their language use choices in the immersion classroom.

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Hunter, Roberta, and Marta Civil. "Collaboration in mathematics: Taking a sociocultural perspective." Avances de Investigación en Educación Matemática, no. 19 (May 2, 2021): 7–20. http://dx.doi.org/10.35763/aiem.v0i19.413.

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The importance of learners collaborating to construct deep mathematical understandings has been increasingly recognized in research and practice in recent times. In this paper we draw on a sociocultural perspective to show how a situative strength-based approach can be usefully applied to highlight the different ways in which learners from backgrounds within collectivist traditions participate constructively in mathematical interactions. As a key equity issue, learners from backgrounds in collectivist traditions should have the opportunity to expand their repertoires of practice so that they can flexibly adapt to any learning context. The two cases presented, from two geographic regions, both illustrate the central role the concept of family has for these learners -‘familia’ or ‘whānau’- as a collective concept of individuals working together not as individuals but rather as one unit.

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Takemoto, Madoka, Carolyn Tait, and Margaret Gleeson. "Much more than talking: An emergent bilingual learner’s interactions in a New Zealand early childhood centre." New Zealand Annual Review of Education 22 (December 19, 2017): 95. http://dx.doi.org/10.26686/nzaroe.v22i0.4147.

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This qualitative study uses a sociocultural perspective to examine the interactions of a child from a Chinese speaking home with his peers in a New Zealand early childhood centre. He was 3 years 3 months at the time of data collection. Data were gathered in three five-minute video recordings taken over a period of three weeks during free play in a group of children. Deductive coding revealed themes of active interaction, emotion, influence, and verbal interaction. The analysis, using Hawkins’ (2004) perspectives of learning environments, indicated that the use of culturally inclusive resources during free play allowed the children to create a community of learners and scaffold social and linguistic learning. The teacher chose to observe these interactions. One implication is that free play in an early childhood education environment without direct teacher guidance can be an important part of facilitating the learning of emergent bilingual children.

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Maidin, Rosny. "VYGOTSKY SOCIOCULTURAL APPROACH IN EARLY CHILDHOOD EDUCATION." International Journal of Modern Education 2, no. 7 (December 8, 2020): 42–58. http://dx.doi.org/10.35631//ijmoe.27004.

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This systematic review article focuses on Vygotsky’s Sociocultural approach in the context of early childhood education which focuses on the teaching of learning and development that can be achieved through the sociocultural environment of students. This article is built by conducting previous studies or literature highlights to obtain information related to Vygotsky's sociocultural approach which refers to aspects of teaching-learning and student development. Meanwhile, this article reporting method uses optional reporting items for systematic study and Meta-Analysis (PRISMA) or Systematic Literature Review (SLR) article adapted for current research review while using two main databases namely Scopus and Web of Science. Thus, this search effort has resulted in a total of 26 articles that have been systematically censored and analyzed and then the survey successfully formulated the six main themes contained in Vygotsky's sociocultural approach namely, Social theme, Language theme, Process theme, Meaningful learning theme, Constructor theme- knowledge, and Artifacts. In total, further analysis of the six themes has resulted in five sub-themes. The findings of this study have delved deeper into sociocultural from Vygotsky’s perspective as a basis for child development.

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Zhura, Viktoria V., and Yulia V. Rudova. "A Sociocultural Perspective on Learning: Arabic And Indian Medical Students Compared." SHS Web of Conferences 69 (2019): 00141. http://dx.doi.org/10.1051/shsconf/20196900141.

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The sociocultural backdrop of international students coming to a foreign country from different cultural and social environments plays a key role in shaping their attitude towards learning. The article explores and compares the motivational drives of international students from the Arab countries and India, which underlie their attitude to academic activities and academic progress. We used the method of systematic literature review, a questionnaire survey, comparative, quantitative, and qualitative analyses to obtain data on the value systems, traditions, and worldview of international students, which will make it possible for educators to appreciate the cultural contexts these students are embedded in. Social and cultural awareness of different aspects of the students’ value systems will enable teachers in host countries to contribute effectively to international student integration into the educational process.

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DONATO, RICHARD, and DAWN MCCORMICK. "A Sociocultural Perspective on Language Learning Strategies: The Role of Mediation." Modern Language Journal 78, no. 4 (December 1994): 453–64. http://dx.doi.org/10.1111/j.1540-4781.1994.tb02063.x.

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van Compernolle, R. A., and L. Williams. "Teaching, Learning, and Developing L2 French Sociolinguistic Competence: A Sociocultural Perspective." Applied Linguistics 33, no. 2 (January 24, 2012): 184–205. http://dx.doi.org/10.1093/applin/amr048.

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Diaz Maggioli, Gabriel H. "Of metaphors and literalization: Reconceptualizing scaffolding in Language Teaching." Encounters in Theory and History of Education 14 (October 22, 2013): 133–50. http://dx.doi.org/10.24908/eoe-ese-rse.v14i0.4719.

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The metaphor of scaffolding is ubiquitous in the field of education and that of Language Teaching in particular. However, the term has become literalized thus losing its original meaning and is now an umbrella term encompassing various forms of teacher intervention. Added to this, the methaphor has come under extended criticism as a consequence of the spread of Sociocultural Learning Theory. This paper explores the metaphor of scaffolding and attempts to validate it as a legitimate form of mediation within the sociocultural construct of Zone of Proximal Development by promoting a reconceptualization of the term in light of alternative definitions. Implications for language teaching and language teacher education are highlighted and new perspectives advanced.

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Qamar, Khadija, and Faiza Kiran. "REMODELED SOCIO-CULTURAL AND ACADEMIC E-LEARNING." PAFMJ 71, no. 1 (February 23, 2021): 1–2. http://dx.doi.org/10.51253/pafmj.v71i1.6351.

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Panacea erupted by COVID-19 outbreak has transformed our personal and political perspectives, on priorities and mode of lives, around the world. On March 11, 2020, WHO declaring it as a pandemic followed by nation wide smart lockdown and implementation of social distancing, has remodeled our sociocultural and academic norms.To our interest, it has encouraged medical colleges of our country to take a giant leap from a traditional face-to-face instruction to online learning. Though sudden, massive, and unplanned transition it might be, this not only changed mode of curricular delivery, but uncovered opportunity of grooming ourselves to Millennial expectations. Initially, our digital recluse faculty had to learn basics of computer to become digital refugees. Later, they successfully adapted themselves as digital immigrants to teach a digital native generation!

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Walker, Richard A., Kimberley Pressick-Kilborn, Lynette S. Arnold, and Erica J. Sainsbury. "Investigating Motivation in Context." European Psychologist 9, no. 4 (January 2004): 245–56. http://dx.doi.org/10.1027/1016-9040.9.4.245.

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Motivation is increasingly recognized as contextually situated, and this recognition has led to considerable research into motivation in authentic learning environments such as classrooms. Developing sociocultural perspectives on motivation, however, requires consideration of theoretical issues beyond those of context. This article discusses two separate empirical studies that are grounded in sociocultural principles in that they reconceptualize the constructs of interest and student regulatory activities as fundamentally social in nature and origin. Using multiple methodologies that allow focus at the levels of both classroom and individual, these studies employ the notion of transformative internalization and subsequent externalization to explain the social origins of individual motivational processes. The study of interest followed a small group of students within a primary science classroom, and employed a range of qualitative methods including observation of lessons, the videotaping of lesson segments, interviews with students, and written student reflections. The study of student regulatory activities investigated the impact of a teaching intervention in primary social studies classrooms, and used a combination of quantitative (questionnaire-based) and qualitative methods (semistructured interviews, observations of classroom activities, and student reflections). Both studies contribute to the development of sociocultural perspectives on motivation through empirical research guided by such theoretical notions as intersubjectivity, canalization, and coregulation.

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Nasir, Na'ilah Suad, and Maxine McKinney de Royston. "Power, Identity, and Mathematical Practices Outside and Inside School." Journal for Research in Mathematics Education 44, no. 1 (January 2013): 264–87. http://dx.doi.org/10.5951/jresematheduc.44.1.0264.

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This article explores how issues of power and identity play out in mathematical practices and offers a perspective on how we might better understand the sociopolitical nature of teaching and learning mathematics. We present data from studies of mathematics teaching and learning in out-of-school settings, offering a sociocultural, then a sociopolitical analysis (attending to race, identity, and power), noting the value of the latter. In doing so, we develop a set of theoretical tools that move us from the sociocultural to the sociopolitical in studies of mathematics teaching and learning.

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Mukama, Evode. "Bringing Technology to Students’ Proximity: A Sociocultural Account of Technology-Based Learning Projects." International Journal for Research in Vocational Education and Training 1, no. 2 (December 30, 2014): 125–42. http://dx.doi.org/10.13152/ijrvet.1.2.3.

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This paper depicts a study carried out in Rwanda concerning university students who participated in a contest to produce short documentary films. The purpose of this research is to conceptualize these kinds of technology-based learning projects (TBLPs) through a sociocultural perspective. The methodology included focus-group discussions and field notes to collect empirical data. The findings reveal that the more educational technologies capture objects of learning positioned in the students’ sociocultural proximity, the more focused the learners’ attention is on these objects. The study shows also that a change in learning projects may depend to a large extent on whether the technology relates to the students’ sociocultural proximity, that is, taking into consideration students’ physical, cultural, and contextual real world. The study recommends a community of learning/inquiry embedded in a collaborative, problem-solving dynamic involving cognitive support from peers, teachers, external specialists, and the wider community.

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Hasaba, Sarah. "Perspectives on literacy: Exploring functional vs. sociocultural views on adult literacy learning in the case of Uganda." International Journal of Literacy, Culture, and Language Education 2 (January 1, 2013): 21–39. http://dx.doi.org/10.14434/ijlcle.v2i0.26842.

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Illiteracy remains a global concern, especially among developing countries like Uganda. The 1990 World Education Conference in Jomtien, Thailand drew attention to the increasing number of illiterate individuals in the world, especially in developing countries. Consequently, the Education For All (EFA) campaign was launched, with UNESCO spearheading it. The campaign urged both developed and developing countries to invest in improving literacy and education levels among children and adults. The support for universal primary education has been enormous, with the United Nations putting forward eight Millennium Development Goals in 2000 to be achieved by 2015; goal 2 emphasizes universal primary education. This paper explores adult literacy promotion as an EFA effort and presents UNESCO’s drive for functional literacy. It also presents the Ugandan government’s Functional Adult Literacy Program and juxtaposes it against other alternative approaches to literacy learning, such as the social and sociocultural views of literacy. Findings from research conducted in 2006 and 2011 on the Functional Adult Literacy Program in Uganda not only point to program challenges limiting its effectiveness, but also call for a social approach to implementing any adult literacy program.

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Journal articles on the topic 'Sociocultural perspectives on learning'

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