Study of the language from a sociocultural perspective
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Published
Nov 17, 2017
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Abstract
Objetive: this paper aims to determine the contributions of recent research on language from a sociocultural perspective.
Methodology: a thematic content analysis was performed based on preestablished categories: internal language, teaching types, bilingualism, and other emerging categories: games and practical participation. Psych Info, EBSCO, JSTOR and RedALyC were the sources of information and 38 published research articles were selected from indexed journals since 2010.
Results: from the sociocultural perspective, it was evident that, these studies contribute to a diversity of issues related to language, such as: practical participation, the process of change from a guided to an internal language, the importance of games in development, the benefits of explicit teaching, and the impact of learning a second language.
Conclusions: it is concluded that some topics will seem to be studied in abundance but not from a Sociocultural Theory perspective. The human being is a product of different social, cultural and individual contexts; thus, there will always be different approaches to address issues related to language.
How to Cite
Laboy Rodríguez, J. A., & Maldonado Martinez, J. A. (2017). Study of the language from a sociocultural perspective. ÁNFORA, 24(43), 17–38. https://doi.org/10.30854/anf.v24.n43.2017.354
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Keywords
Language; Sociocultural approach; Effects
References
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Escotto, E. (2011, Enero). El lenguaje interno como discurso dialógico y polifónico: un caso. Revista CES Psicología. Recuperado de:
http://revistas.ces.edu.co/index.php/psicologia/article/view/1341
Ferreira, P. (2014). Vygotsky and Piaget: Scientific concepts. Psychology in Russia: State of the Art, 7(3), 24-34. Recuperado de: http://psychologyinrussia.com/volumes/pdf/2014_3/2014_3_24-34.Pdf
Gagné, N y Parks, S. (2013). Cooperative learning tasks in a Grade 6 intensive ESL class: Role of scaffolding. Language Teaching Research, 17(2), 188-209. Recuperado de: http://journals.sagepub.com/doi/abs/10.1177/1362168812460818
Gallego, L., Gómez, I. y Ayllón, M. (2016). Eficacia de un programa de desarrollo del habla en niños con trastorno fonológico. Revista Complutense de Educación, 27(2), 805-826. Recuperado de: https://revistas.ucm.es/index.php/RCED/article/viewFile/48369/48408
Gómez, J. y Mojica, J. (2014). Una mirada sociocultural del pensamiento algebraico desde la teoría cultural de la objetivación. Revista Latinoamericana de Etnomatemática, 7 (2), 81-99. Recuperado de: http://www.revista.etnomatematica.org/index.php/RevLatEm/article/view/122
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Harwood, T. y Garry, T. (2003). An overview of content analysis. The Marketing Review, 3, 479-498. Recuperado de: https://doi.org/10.1362/146934703771910080
Halle, T. G., Whittaker, J. V., Zepeda, M., Rothenberg, L., Anderson, R., Daneri, P. y Buysse, V. (2014). The social-emotional development of dual language learners: Looking back at existing research and moving forward with purpose. Early Childhood Research Quarterly, 29(4), 734-749. Recuperado de: http://psycnet.apa.org/record/2014-06955-001
Hills, T. (2012). The company that words keep: comparing the statistical structure of childversus adult-directed language. Journal Of Child Language, 40(03), 586-604. Recuperado de: https://doi.org/10.1017/S0305000912000165
Jang, E. y Jiménez, R. (2011). A Sociocultural Perspective on Second Language Learner Strategies: Focus on the Impact of Social Context. Theory Into Practice, 50(1), 141-148. Recuperado de: https://www.tandfonline.com/doi/abs/10.1080/00405841.2011.558443
Juffs, A. y Friedline, B. (2014). Sociocultural influences on the use of a web-based tool for learning English vocabulary. System, 42(1), 48-59. Recuperado de: https://www.deepdyve.com/lp/elsevier/sociocultural-influences-on-the-use-of-a-web-based-tool-for-learning-Me0h10OtOG
Khalili, M., Tahriri, A. y Gholami, P. (2013). The Impact of Peer Scaffolding through Process Approach on EFL Learners' Academic Writing Fluency. Theory and Practice in Language Studies, 3(10), 1893-1901.Recuperado de: http://www.academypublication.com/issues/past/tpls/vol03/10/24.pdf
Kirkham, J., Stewart, A. y Kidd, E. (2013). Concurrent and longitudinal relationships between development in graphic, language, and symbolic play domains from the fourth to the fifth year. Infant and Child Development, 22, 297-319. Recuperado de: https://eric.ed.gov/?id=EJ1011283
Korenev, A., Westbrook, C., Merry, Y. y Ershova, T. (2016) ‘Language Teachers’ Target Language project: Language for specific purposes of language teaching. Language Teaching, 49(1), 146-148. Recuperado de: https://doi.org/10.1017/S0261444815000373
Kucirkova, N., Messer, D. y Sheehy, K. (2014). The effects of personalization on young children’s spontaneous speech during shared book reading. Journal of Pragmatics, 71, 45-55. Recuperado de: https://doi.org/10.1016/j.pragma.2014.07.007
Luria, A. (1984). El papel del lenguaje en los procesos psíquicos. En Conciencia y Lenguaje (pp. 104-121). Recuperado de: https://www.textosenlinea.com.ar/libros/Luria%20-%20Conciencia%20y%20Lenguaje.pdf
Luria, A. (s.f.). La actividad consciente del hombre y sus raíces socio-históricas. Recuperado de: http://www.infoamerica.org/teoria_articulos/luria01.htm
McNeil, L. (2012). Using talk to scaffold referential questions for English Language learners. Teaching and Teacher Education, 28(1), 296-404. Recuperado de: https://eric.ed.gov/?id=EJ955857
Miller, R. (2014). Introducing Vygotsky’s cultural-historical psychology. En The Cambridge Handbook of Cultural-Historical Psychology (pp. 9-46). Cambridge University Press. Cambridge Books Online. Cambridge University Press.
Monforte, M. y Ceballos, I. (2014). Modelo de análisis de estructuras narrativas infantiles en niños de 3-4 años. Didáctica. Lengua y Literatura, 26, 329-360. Recuperado de: http://revistas.ucm.es/index.php/DIDA/article/view/46843
Myhill, D. y Wilson, A. (2013). Playing it safe: Teachers’ views of creativity in poetry writing. Thinking Skills and Creativity, 10, 101-111. Recuperado de: https://onlinelibrary.wiley.com/doi/abs/10.1111/j.2044-8279.1991.tb00976.x
Nicolopoulou, A., Schnabel, K., Ilgaz, H., Brockmeyer, C. y deSá, A. (2015). Using narrative-and play-based activity to promote low-income preschoolers’ oral language, emergent literacy, and social competence. Early Childhood Research Quarterly, 31, 147-162. Recuperado de: https://www.ncbi.nlm.nih.gov/pubmed/25866441
Orrú, S. (2012). Bases conceptuales del enfoque histórico-cultural para la comprensión del lenguaje. Estudios pedagógicos, 2(1), 337-353. Recuperado de: https://scielo.conicyt.cl/scielo.php?script=sci_arttext&pid=S0718-07052012000200021
Pérez, R., Martínez, C. y Hoyos, A. (2014). Recursos didácticos para la enseñanza de la microbiología. Una propuesta para la formación docente. Praxis, 10, 78-90. Recuperado de http://revistas.unimagdalena.edu.co/index.php/praxis/article/view/1360
Peterson, M. (2012). Learner interaction in a massively multiplayer online role playing game (MMORPG): A sociocultural discourse analysis. ReCALL, 24(3), 361-380. Recuperado de: https://doi.org/10.1017/S0958344012000195
Piñuel, JL. (2002). Epistemología, metodología y técnicas del análisis de contenido. Estudios de Sociolingüística, 3(1), 1-42. Recuperado de: https://www.ucm.es/data/cont/docs/268-2013-07-29-Pinuel_Raigada_AnalisisContenido_2002_EstudiosSociolinguisticaUVigo.pdf
Prevoo, M., Malda, M., Mesman, J., Emmen, R., Yeniad, N., Van Ijzendoorn, M. y Linting, M. (2013). Predicting ethnic minority children's vocabulary from socioeconomic status, maternal language and home reading input: different pathways for host and ethnic language. Journal of child language, 41(05), 963-984. Recuperado de: https://doi.org/10.1017/S0305000913000299
Rahimi, M. (2013). Is training student reviewers worth its while? A study of how training influences the quality of students' feedback and writing. Language Teaching Research, 17(1), 67-89. Recuperado de: http://journals.sagepub.com/doi/abs/10.1177/1362168812459151
Rassaei, E. (2014). Scaffolded Feedbacks, Recasts and L2 Development: A Sociocultural Perspective. The Modern Language Journal, 98(1), 417-431. Recuperado de: https://doi.org/10.1111/j.1540-4781.2014.12060.x
Rodríguez, W. (2009). La relación de las funciones ejecutivas y el lenguaje. Perspectivas Psicológicas, 3(1), 43-50. Recuperado de: http://pepsic.bvsalud.org/pdf/pp/v3-4/v3-4a05.pdf
Roth, W-M. y Gardener, R. (2012). “They’re going to explain to us what makes a cube a cube?” Geometrical properties as contingent achievement of sequentially ordered child-centered mathematics lessons. Mathematics Education Research Journal, 24, 323-346. Recuperado de: https://doi.org/10.1007/s13394-012-0044-5
Ryu, D. (2011). Non-Native English Speakers' Multiliteracy Learning in Beyond-Game Culture: A Sociocultural Study. MERLOT Journal of Online Learning and Teaching, 7(2), 231-243. Recuperado de: http://jolt.merlot.org/vol7no2/ryu_0611.pdf
Sawyer, J. (2016). I think I can: Preschoolers’ private speech and motivation in playful versus non-playful contexts. Early Childhood Research Quarterly, 38 (1), 84-96. Recuperado de: http://psycnet.apa.org/record/2017-00261-009
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