A Sociocultural View of Language Learning: The Importance of Meaning-Based Instruction

Abstract

The process of second-language teaching is grounded in the sociocultural theory of Vygotsky, which emphasizes meaningful interaction among individuals as the greatest motivating force in human development and learning. In this theoretical framework, the concepts of meaning and mediation are considered as the two essential elements affecting an individual’s learning of a second language. Suggestions are offered for enhancing students’ second-language learning in their regular classrooms by applying sociocultural theories to practice. Socioculturally based implications for classroom teaching include bilingual instruction, focus on pragmatics, literacy instruction based on drama, inclusive learning environments, instruction based on children’s interests, and the teacher’s role as a facilitator mediating between students and their second-language learning environment.