Demonized Learners in Sociocultural Theory

Autor/in	Chen, Joanna
Titel	Demonized Learners in Sociocultural Theory
Quelle	In: Advances in Language and Literary Studies, 7 (2016) 3, S.168-177 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2203-4714
Schlagwörter	Sociocultural Patterns; English (Second Language); Second Language Learning; Second Language Instruction; Language Teachers; Self Concept; Student Attitudes; Behavior Standards; Criticism; Academic Discourse; Asians; Student Behavior; Communities of Practice; Learning Theories + Suchen Sie Ihr Suchwort? Soziokulturelle Theorie; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Selbstkonzept; Schülerverhalten; Kritik; Discourse; Diskurs; Asian; Asiat; Asiatin; Asiaten; Asiate; Student behaviour; Community; Learning theory; Lerntheorie
Abstract	Within the frameworks of Sociocultural theory, particularly Vygotskian sociocultural theory and ZPD, Lave and Wenger's CoP, and contemporary sociocultural theory, this paper seeks to examine the unfavourable scholarly portrayal of learners and their identities based on learners' behaviours, attitudes, and beliefs about the social element of learning, particularly non-mainstream, non-normative behaviours. Such behaviours may be, to the learner, salient accompanying identity traits that were celebrated in one context but demonized in another. While learners have a degree of agency in subsequent critical, even hostile, settings, often this demonization leads to a degree of withdrawal, a retreat to grassroots rather than the mainstream, and a perpetration of accepted student norms. The deconstruction and critique of the "Good Language Learner" gives insight into dominant discourses and metanarratives. Further to this, we see implications of these academic discourses on practitioners, especially for Asian English language teachers, as well as recommendations. (As Provided).
Anmerkungen	Australian International Academic Centre PTY, LTD. 11 Souter Crescent, Footscray VIC, Australia 3011. Tel: +61-3-9028-6880; e-mail: editor.alls@aiac.org.au; Web site: http://journals.aiac.org.au/index.php/alls/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01