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The ZPD and whole class teaching: Teacher-led and student-led interactional mediation of tasks
12 references·15 citing·26 second hop
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this work references cited by second hop

References

  • 1987Vygotsky and the Social Formation of Mind3,341 cited
  • 1999Dialogic Inquiry1,534 cited
  • 1999Dialogic Inquiry: Discourse, Learning, and Teaching1,027 cited
  • 1999Dialogic Inquiry: Learning and Teaching in the zpd1,027 cited
  • 1991Understanding Vygotsky. A quest for synthesis872 cited
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  • 2000A Vygotskian Perspective on Corrective Feedback in L2: The Effect of Random Versus Negotiated Help on the Learning of English Articles457 cited
  • 2005Dynamic assessment in the language classroom428 cited
  • 1991Consciousness and Revolution in Soviet Philosophy220 cited
  • 1992Consciousness and Revolution in Soviet Philosophy: From the Bolsheviks to Evald Ilyenkov185 cited
  • 2002Defining the Zone of Proximal Development in US Foreign Language Education140 cited
  • 2003Intrapersonal Communication and Internalization in the Second Language Classroom120 cited

Cited by

  • 2010Self‐scaffolding mediated by languaging: microgenetic analysis of high and low performers76 cited
  • 2013Revisión y análisis documental para estado del arte: una propuesta metodológica desde el contexto de la sistematización de experiencias educativas**Artículo resultado del proyecto de Investigación titulado: “Sistematización de experiencias en educación superior. Estado del arte de la Investigación 2005-2011”; proyecto respaldado por la Vicerrectoría de Investigaciones y Extensión de la uis con código CH2010-2. Fueron colaboradores en este proyecto: Licenciada Fanny Marcela Hormiga Sánchez y el Licenciado Juan Diego Villamlzar

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74 cited
  • 2009Regulation of Teacher Elicitations in the Mathematics Classroom71 cited
  • 2013Cooperative learning tasks in a Grade 6 intensive ESL class: Role of scaffolding66 cited
  • 2015Interaction and Second Language Development61 cited
  • 2016How Instruction Influences Conceptual Development: Vygotsky's Theory Revisited53 cited
  • 20163. Interaction or collaboration? Group dynamics in the foreign language classroom50 cited
  • 2013Teaching for learner autonomy: the teacher's role and sociocultural theory41 cited
  • 2015Interaction and Second Language Development: A Vygotskian perspective41 cited
  • 2013Group dynamics in the language classroom: embodied participation as active reception in the collective Zone of Proximal Development40 cited
  • 2012Group Dynamic Assessment: An Inventory of Mediational Strategies for Teaching Listening40 cited
  • 2013The use of the L1 in CLIL classes: The teachers’ perspective35 cited
  • 2020Translanguaging and Task Based Language Teaching: Crossovers and Challenges28 cited
  • 2016The first language in the foreign language classroom: teacher model and student language use – an exploratory study23 cited
  • 2017Sociocultural Theory and Task‐Based Language Teaching: The Role of Praxis20 cited