Future-Oriented Pedagogy for English Language

Learning: A Lesson in 3 Moments

Objectives:
Develop understanding of the theory that informs future-oriented pedagogy for English
Language Learning
Develop understanding of research-based instructional practices that develop ELLs
literacy and language
Design literacy tasks that develop students ability to engage with and make meaning of
grade-level narrative and informational texts through interactive language practices
Preparing Learners
(5 minutes) Secret Envelope Meet your tablemates
(2 minutes + 8 minute debrief) Novel Ideas Only What strategies/approaches/activities do
you use in your classroom to support English Language Learning?
(5 minutes) Extended Anticipatory Guide (w/Dyad Share) Future-Oriented Pedagogy for
English Language Learning
Interacting with Text/Concept
Text
Dongyu, Z. & Wanyi, D. (2013). Sociocultural Theory Applied to Second Language Learning:
Collaborative Learning with Reference to the Chinese Context. International Education
Studies, 6 (9), 165-174.
(5 minutes) Reading Aloud in Four Voices Abstract
(15 minutes) Jigsaw (w/Graphic Organizer)
Person A: Section 1 Introduction & Section 5 Conclusion
Person B: Section 2 Vygotskys Contributions to Sociocultural Theory
Person C: Section 3 Evaluation of Sociocultural Theory
Person D: Section 4 Implications of Sociocultural Theory
Extending Understanding
(20 minutes) Bus Stop (w/Consensus-Making & Common Themes) Each table group comes
to an agreement on a text-based question to write on the groups poster; after 5-minute bus
stop round; groups reconvene with own poster; summarize and identify common themes; Be
prepared for every group member to share out.
(5 minutes) Reflect with Extended Anticipatory Guide Future-Oriented Pedagogy for English
Language Learning

Secret Envelope
1. What is the best class youve ever taken? Why?
2. What is one place youd like to travel? Why?
3. What is one word that you would use to describe yourself? What
word would others use to describe you?
4. What person in your family history would you want to meet?
Why?
5. What is your favorite book or author? Why?
6. What teacher will you remember forever? Why?
7. What skill do you have that others dont know about?
8. What is something you would like to learn?

Future-Oriented Pedagogy for English Language Learning:

Extended Anticipatory Guide
Opinion

Finding

Evidence:
Explain Using Your Own Words

Agree

Disagree

Agree

Disagree

1. Learning is
primarily a social
and cultural, rather
than individual,
phenomenon.
2. To scaffold and
support the
development of
students subject
matter knowledge,
cognitive skills, and
language, the
textbook can be a
complete
curriculum.
3. Teachers can
support English
language learners
to access and
engage with highlevel subject matter
content while
sustaining
academic rigor.
4. High challenge
and high levels of
support are
inseparable in
quality teaching.
5. Teaching a class
with English
language learners
means that every
lesson, regardless
of the subject area,
becomes a
language lesson to
some extent.

Dyad Share
Formulaic Expressions
S1: I will read statement 1. It says _______________. I agree/disagree with it because
__________. So I am going to mark it agree/disagree. What do you think?

S2: I agree/disagree with you because _____________. So for statement 1, I will mark
agree/disagree. Now let me read statement 2. It says _____________. I agree/disagree

Reading Aloud in Four Voices

International Education Studies; Vol. 6, No. 9; 2013

Published by Canadian Center of Science and Education

Sociocultural Theory Applied to Second Language Learning:

Collaborative Learning with Reference to the Chinese Context
Zhang Dongyu, Fanyu & Du Wanyi
School of Software, Dalian University of Technology, Dalian, China
Abstract
This paper discusses sociocultural theory (SCT). In particular, three significant concepts of
Vygotskys theory: self-regulation, the Zone of Proximal Development (ZPD), and scaffolding.
All of which have been discussed in numerous second language acquisition (SLA) and
second language learning (SLL) research papers. These concepts lay the psychological
foundation for collaborative learning, the subject of this paper. This publication aims to
examine SCT by assessing collaborative learning within the Chinese context. This paper
focuses on teacher-student collaboration. It concludes that the perceived way of learning and
teaching and teacher-student relationship should be changed in order to implement
collaborative learning.

Jigsaw Graphic Organizer

Section/Question
1. Introduction/5. Conclusion
How do the mechanisms for second
language learning and second language
acquisition differ between Vygotskys
Sociocultural Theory and Cognitive
Theory?
From a sociocultural perspective, how
does development follow learning?

2. Vygotskys Contributions to
Sociocultural Theory
Describe the levels of regulation as set
forth by Vygotsky.
In your own words, what is the Zone of
Proximal Development (ZPD)?
What is the role of scaffolding in the ZPD?

3. Evaluation of Sociocultural Theory

According to Sociocultural Theory, what
roles do teachers and peers have in the
second language learning process?
What limitations do the authors identify in
viewing second language learning through
the lens of Sociocultural Theory?

4. Implications of Sociocultural Theory

How does Sociocultural Theory situate
second language learning in social and
cultural contexts?
What are some benefits and potential
challenges to facilitating a collaborative
learning environment in your classroom?

Reader Response with Evidence from the Text