A1 Journal article (refereed)
Teacher as creator : Orchestrating the learning environment to promote learner development (2022)


Leontjev, D., & deBoer, M. (2022). Teacher as creator : Orchestrating the learning environment to promote learner development. Language teaching research, OnlineFirst. https://doi.org/10.1177/13621688221117654


JYU authors or editors


Publication details

All authors or editorsLeontjev, Dmitri; deBoer, Mark

Journal or seriesLanguage teaching research

ISSN1362-1688

eISSN1477-0954

Publication year2022

Publication date24/08/2022

VolumeOnlineFirst

PublisherSAGE Publications

Publication countryUnited Kingdom

Publication languageEnglish

DOIhttps://doi.org/10.1177/13621688221117654

Publication open accessOpenly available

Publication channel open accessPartially open access channel

Publication is parallel published (JYX)https://jyx.jyu.fi/handle/123456789/82854


Abstract

Sociocultural theory (SCT) is a powerful basis for exploring and guiding L2 (second/foreign language) learner development. For the most part, however, the focus of classroom SCT-L2 has been on single activities, for example, teacher mediation of learners’ writing process or peer scaffolding. In this paper, we expand on these studies, building on Vygotsky’s (1997) metaphor of teacher as a creator of learner development. We propose how activities (1) where agency for guiding development lies with learners, (2) where the teacher takes the lead in guiding learner development, and (3) where opportunities for development emerge in dialogical interaction between the teacher and learners can be orchestrated to collectively create learner development. We report on an academic L2 English writing course at a Japanese university. The instructor first created opportunities for learner development in peer interactions. The instructor then built on the information received from these with regard to learners’ challenge with coherence in subsequent group dynamic assessment and frontal work using a SCOBA. Finally, the instructor traced the change in learners’ self-regulation in later peer interactions. We will focus on the development of one learner’s L2 English writing throughout the course, illustrating how insights into areas of learners’ struggle and mediated performance emerged in peer interaction, how the instructor built on these, and how this mediation guided the peer interaction to follow.


Keywordsgroup dynamicspeer learningsecond languagelanguage teachingacademic writingsociocultural factorsorientation (cognition)teacherslearning environment

Free keywordsG-DA; L2; academic writing; peer interaction; SCOBA; sociocultural theory; teacher as creator


Contributing organizations


Ministry reportingYes

Reporting Year2022

JUFO rating2


Last updated on 2024-15-06 at 21:25