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Sociocultural and Identity Approaches to Second Language Acquisition

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Sociocultural and Identity Approaches to Second Language Acquisition

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Savannah Pearson

EESL 610

20 October 2025

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Today I'll be discussing two alternative perspectives on second language acquisition that move beyond traditional cognitive theories. The first is the Sociocultural Approach by James Lantolf (2011), which draws on Vygotsky's theories of learning and development, and the second is the Identity Approach by Bonny Norton and Carolyn McKinney (2011), which explores how power, identity, and access shape language learning. Both of these chapters emphasize that language acquisition is not just an internal, individual process-it is deeply tied to social interaction, relationships, and how learners see themselves within their communities. Throughout the course we have seen similar patterns of language being deeply rooted in relationships and this continues to be a pattern I see within my current classroom and how my students operate and communicate with one another and myself.

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Lantolf (2011) explains that second language acquisition is fundamentally a socially mediated process. He argues that learning occurs first through social interaction and only later becomes an individual understanding as development occurs and deepens. This perspective is taken from Vygotsky's theory that all higher mental functions originate in social activity. Lantolf emphasizes that learners develop language through participation in meaningful communication, not through isolated drills or memorization. In other words, interaction is not an accessory to learning-it is the very mechanism through which learning happens. For the past several weeks I have seen the benefits of pairing EL students together and how their understanding and confidence is growing. I see this especially during reading such as partner reading or specific skills we are working on such as vowel sound, teams, etc..

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Sociocultural Approach: Mediation and ZPD

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Sociocultural Approach: Mediation and ZPD

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A major component of Lantolf's work is the idea of mediation, which refers to the tools, symbols, and relationships that help learners make meaning. Language itself is a key mediating tool that shapes thought and development. Another essential concept is the Zone of Proximal Development (ZPD), which refers to what learners can do with guidance compared to what they can do independently. Throughout my college career I have seen ZPD as a reoccurring pinpoint to several aspects of leanring presented in different ways and providing student understanding and leanring tools. Lantolf (2011) stresses that teachers and peers act as mediators who scaffold learners' progress by providing support within the ZPD. He reminds us that "learning a language is participating in a cultural practice" (p. 38), meaning that communication is both the context and the goal of learning. I have been learning how to scaffold and become strong in this area as a teacher currently working with tier two small groups, which I have two EL students in as of right now.

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Norton and McKinney (2011) introduce the Identity Approach, which connects language learning to how individuals see themselves and are seen by others. They argue that learners' identities-shaped by their gender, culture, social class, and history-affect their access to language use and participation. As they explain, "language learning involves a struggle over the right to speak" (p. 73). This means that language learning is not only about acquiring grammar or vocabulary; it's also about gaining legitimacy as a speaker within a community. Learners' investment in language learning is therefore closely linked to how they view their place in the world. If students are struggling to fins their place, I think it can often become crippling for anxiety for students to feel like they can speak or want to speak within a classroom.

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Norton and McKinney emphasize that language learning always occurs within social structures of power. Learners may feel empowered or silenced depending on how others perceive their identity. For instance, immigrant or multilingual students may be positioned as outsiders in classrooms where their home language or accent is undervalued. This affects their confidence and participation. The authors argue that teachers must recognize these dynamics and actively create classrooms that value students' voices and experiences. In this way, learners are not just acquiring a new language-they are exploring their identities and forms of belonging.

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The Sociocultural and Identity Approaches complement one another in meaningful ways.

Lantolf (2011) focuses on how learning takes place through social interaction and mediation, while Norton and McKinney (2011) focus on who participates in those interactions and why. Both perspectives show that learning is relational, shaped by context, and dependent on social engagement. Together, they suggest that language acquisition is both a cognitive and a cultural process—one that involves building relationships, negotiating meaning, and constructing identity within a community of speakers. A reoccurring theme I have seen is how both components here (social interaction and mediation) build on one another.

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These two approaches have powerful implications for classroom practice. From a sociocultural perspective, teachers can design collaborative learning experiences that encourage dialogue, peer interaction, and scaffolding within each learner's ZPD. From an identity perspective, teachers should create spaces that affirm students' cultural and linguistic backgrounds while encouraging them to use language for authentic self-expression. Classroom activities that value students' stories, languages, and experiences help them see themselves as capable, legitimate language users. Ultimately, instruction should focus not only on what students learn, but also on who they become as they learn.

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In conclusion, both Lantolf (2011) and Norton and McKinney (2011) remind us that second language acquisition is not just a mental process-it is a social and identity-based experience. Lantolf emphasizes that learners grow through mediated interaction, while Norton and McKinney highlight that learners' access to language is shaped by power and identity. Together, they challenge us as educators to design learning environments that are collaborative, inclusive, and empowering. Language learning, then, becomes more than acquiring words and rules-it becomes a way of participating in the

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Lantolf, J. (2011). The sociocultural approach to second language acquisition:

Sociocultural theory, second language acquisition, and artificial L2 development. In D.

Atkinson (Ed.), Alternative approaches to second language acquisition (pp. 24-47).

Routledge.

Norton, B., & McKinney, C. (2011). An identity approach to second language acquisition. In

D. Atkinson (Ed.), Alternative approaches to second language acquisition (pp. 73-94).

Routledge.