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Scaffolding for Mediated Learning During ‘Whole-Class Exercises’ in Kenyan Secondary English Lessons

  • Dorine Lugendo
  • Heather Smith
Chapter
  • 307 Downloads
Part of the International Perspectives on English Language Teaching book series (INPELT)

Abstract

Research on classroom interaction for second-language learning situated within sociocultural theory emphasises the role of teacher–pupil talk as a source for expert mediation. While certain features of this talk have been identified, which create communicative spaces facilitative of cognitive development, this research often assumes the ready availability of particular culturally determined physical tools, technologies, artefacts, and class sizes more often found in Western contexts such as North America, Canada, Western Europe, and Australia. Research into second-language learning undertaken within a sociocultural theory of mind is very rarely conducted in classrooms which are untypical of Western contexts.

Keywords

Student Teacher Classroom Interaction Western Context Sociocultural Theory School Syllabus 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

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Copyright information

© Dorine Lugendo and Heather Smith 2015

Authors and Affiliations

  • Dorine Lugendo
  • Heather Smith

There are no affiliations available

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