Vygotskian Sociocultural Theory for Second Language Learners: Addressing In/commensurabilities with Popular School-Based Curricula

This paper addresses the in/commensurability of Vygotskian sociocultural theory (SCT) with popular K-12 educational curricula positioned and claiming to use his theory in practice (McLeod, 2019). We discuss well-known educational curricula, models, and social theories in relation to second language learning. Representational examples for in/commensurable comparisons are taken from well-published Pre-K, Elementary, Secondary curricula, and educational psychology texts, all primarily used as instructional preparation for pre-service teachers. In operationalizing these comparisons for in/commensurability, we argue that Vygotsky’s explanations concerning the unity of thought and language, the zone of proximal development, mediational means for learning and development, and his overarching framework concerning perezhivanie and consciousness are not well considered by these popular texts and curricula, particularly for marginalized second language learners in the field of education. Conclusions and implications include arguments to more fully implement Vygotsky’s SCT theory in place of simplistic social turn strategies, and a call for supporting language minority students.