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I think this relates because I am thinking about teachers and how they develop and their motivations for staying or leaving the profession. This is very socio-cultural because their experiences impact or mediate their actions each day as well as in the long run.

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(Cultural historical) There are more tools than just "language". We privilege language as an overt representation of higher order thinking but it is only one piece of mediated action.

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I think this is important when thinking about our theoretical framework for future research. What are our beliefs? What is the basis for our research?

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I think this is important when thinking about our theoretical framework for future research. What are our beliefs? What is the basis for our research?

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If we consider all humans who are capable of full development and we look at this in isolation, all humans would think and act the same way, but that is not what happens. That would be a natural way of thinking. The culture impacts everything a human thinks and does in their development. From moment one in the world, their thoughts and actions are mediated by their cultural, historical, and institutional experiences.

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Creation of ideas and concepts...

Creating a curriculum against the norm that creates new norms in regards to raciolinguistics.

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Wertsch points out that V's focus on words as the unit of linguistic analysis is limiting. I agree that looking at language structures (i.e., sentences) reveals more about thought, meaning, context. At the same time, Wertsch argues that V got it right when he viewed language as function rather than primarily referential. I think I agree with this, too. - Katie C.

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As global issues become local issues, and we are increasingly a melting pot society, something as simple as sociocultural theory is important because it helps frame how you view others from different backgrounds, cultures, histories, etc. and ultimately how you interact with them. If you look at the most extreme times of societal prejudice based on race, gender, etc. it often stemmed from a view that one subset of society was better than others (this could be biologically, culturally, etc.). When you have a sociocultural viewpoint, one should understand the impacts that background and upbringing can have on a person, and realize that differences are not and should not be ranked. - Jeremiah

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My field of research: Bilingual Education has socio-cultural theory at it's core. Language learning and making meaning are intertwined with one's social-cultural context or place in the world.

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Wertsch will likely help to expand my knowledge base when it comes to sociocultural learning theory- I feel like Vygotsky, Heath and Wertsch's views come together to present a rounded, applicable view of SLT.

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How can the power of mediational means influence a person’s development and actions? (p.37)

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How can the power of mediational means influence a person’s development and actions? (p.37)

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I think that mediational means influences a person's development and actions through how they engage with their environment as well as with the tools they interact with. For example, we often set goals, communicate with others, and adapt to our surroundings. This all contributes to how we develop our own cognative skills and influences each of our actions, behaviors, and how we navigate / even challenge to understand our society and the world around us. This is important because it allows for us to explain and interpret the "natural world".

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Language is a tool of learning, a process of learning, and an evidence that learning has taken place. Therefore, the research we conduct should afford each participant the maximum opportunity to actively utilize language, to mediate their own learning process. If I honestly reflect on my time in the classroom, I'd have to own that *I* spent the majority of the time talking (using language). If it's true that "the one talking is the one learning", our goal should be providing scenarios to express (verbal or writing) so that the students are mediating with their tool of language.

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Right now, I am thinking that my research interests would align with the phylogenesis ideas in howe we understand where people come from, the perspectives we bring, and how historical, cultural, and institutional factors play into that. I tend to think on a broader context, and I like to look at situations and issues from a historical, cultural, and social lens, so I think this would fit best for me. It's hard to think about how you could remove these aspects and have a full understanding of someone's development, actions, and voice(s).

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This is something to think about in our research area because it can determine the "why" behind the research? Why are we doing this research and how can it be applied in a broader sense. 

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This is something to think about in our research area because it can determine the "why" behind the research? Why are we doing this research and how can it be applied in a broader sense. 

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I think Ontogenesis and Intermental are most related to my interest. I'm very interested in the development of a teacher from preservice through veteran teachers. I am interested in retention and how we can support teachers at all stages in a community of shared learning and continuous professional growth. Brandi Chapman

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Understanding cultural development gives way to a greater appreciation for funds of knowledge. Although natural development is important, culture is equally important for understanding how one thinks and views learning and the world.

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We live in a world where multicultural challenges exist because the "melting pot" infuses cultures from many areas. Socioculture theory is a tool to examine how cultural diversity occurs in these places.  We must consider the impacts cultural, historical, and institutional settings play in these "melting pots." 

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We live in a world where multicultural challenges exist because the "melting pot" infuses cultures from many areas. Socioculture theory is a tool to examine how cultural diversity occurs in these places.  We must consider the impacts cultural, historical, and institutional settings play in these "melting pots." 

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Ontogenesis or phylogenesis? Still understanding each

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Ontogenesis or phylogenesis? Still understanding each

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I think this relates to my research interests because it focuses on the individual student and the way they change based on their interactions with the natural and social world. Understanding how autonomy in the classroom can create a rich social environment for students to learn from each other. Mainly focusing on play, CLD students, and writing production (oral and written).

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I think this puts an exclamation point on these theories. In one way, people can choose who they surround themselves with and/or listen to in impacting thoughts and actions and this can be a choice of limiting mental development. In another way, people now have the choice to expose themselves to any culture/people they want in a pretty easy way and this can mediate their thoughts and actions to develop further.

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I tend to align with the viewpoint from Vygotsky, Wertsch, Gee and the like that cultural factors (both macro and micro at the moment) can impact more than other scholars tend to think. However, I do think sometimes we get too "in the weeds" when it comes to theory, and lose connection with the people we are trying to understand via the theory itself. We are hoping to use sociocultural theory to help understand students in a classroom, or understand childhood development, or understand interactions among people. It's the people that matter, not the theories. And so I hope as the Wertsch book continues that we see more of a Heath trend where the focus is on the people, and not so much on calling out why so and so professor is wrong on this minute aspect of sociocultural theory. I tend to think those items don't really matter "in the real world" as much as we PhD students like to think they do - Jeremiah

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I want to look at the conversation and teaching prompts in promoting monitoring behavior with struggling/striving readers and writers. This is aligned with sociocultural theory in that it is the tutoring and conversation with a "more knowledgeable other" that would ultimately lead to taking on the behavior

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Just like we just said, we live in a small world, with access to global ideas and cultural differences. However, even in a scenario where each person is from the same location, you can't assume that their use of language, contextual background, or interpretation of ideas will be the same. This multiplicity of voices that exists will necessitate mediation of ideas on a constant basis, so that every voice(s) is heard.

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I see a lot of Wertsch's critiques of Vygostsky falling into the "didn't go far enough category." It seems like Wertsch thinks with some concepts Vygotsky has a good idea, but does not develop or substantiate it. For example, Wertsch noted that despite Vygotsky's foundational thinking on how mental functioning changes, other than Vygotsky's theory of de-contextualization and Scribner and Cole's application with the Vai peoples leading to insights into "literary practice," how this occurs is still a big question for sociocultural thinkers. I also see Wertsch as a writer working to situate Vygotsky's work into the time period in which it was created, and how Vygotsky's ideas challenged and aligned with Vygotsky's contemporaries or own research.

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As a first year, I am still learning about research methods. I have found that these first chapters have made me question research and want to learn more about methods that consider various factors that influence data and results.

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Global culture and language plays a tremendous impact on everyday life, especially in schools. If teachers are able to see their children from a sociocultural perspective, their planning and connections are more powerful. It is important to create a space where these cultures and languages are seen as an asset to the whole community and school.  How can people think a language immersion school is an amazing idea, but look down on multilingual  learners who are learning English?

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Global culture and language plays a tremendous impact on everyday life, especially in schools. If teachers are able to see their children from a sociocultural perspective, their planning and connections are more powerful. It is important to create a space where these cultures and languages are seen as an asset to the whole community and school.  How can people think a language immersion school is an amazing idea, but look down on multilingual  learners who are learning English?

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Concept of learning

Scaffolding

Would this include ZPD?

Babbling baby before speaking (reminds me of SB Heath)

Understanding microgenesis helps us support students in their learning journey