ABSTRACT
This chapter examines the impact of Vygotskyan sociocultural theory (SCT) on private and inner speech research from an L2 (language additional to L1) perspective. The paper first explores the implications that may be derived from Vygotsky’s ideas on foreign language learning and multilingualism for the development of L2 private and inner speech. Following this, research is reviewed showing that private speech among L2 learners has been mainly approached as a self-regulatory mechanism to gain control over challenging intellectual tasks in the L2 and to self-regulate the learning and internalization of the L2. Research has also gained important insights on the nature of L2 inner speech, that is, speech mediated by the L2 at its most developmentally internalized phase. SCT-grounded studies using a variety of methodological alternatives have shown that L2 learning may ultimately lead to changes in inner speech, supporting the use of an L2 for verbal thinking and self-communication. The role of L1 in the production of L2 private and inner speech has also been noted in the research overviewed. It is pointed out that, although great strides have been made in applying Vygotskyan theory to private and inner speech from an L2 perspective, further research is still needed in various areas.
