ABSTRACT
This chapter surveys second language (L2) literacy research from a Vygotskian sociocultural theory (V-SCT) perspective. Despite its history and success documenting learner development in many areas, such as lexicogrammatical, pragmatics, and sarcasm, there have been limited applications of the theory when it comes to promoting the development of L2 literacy, in particular reading. First language (L1) literacy research from a V-SCT perspective is outlined to provide background for the L2 literacy studies. Important issues for L2 literacy development such as the L2 curricular gap between beginner and advanced courses, scientific concepts, mediation, prolepsis, distributed cognition, and internalization are discussed, in addition to essential elements in V-SCT research methodology. Current L2 literacy studies have focused on assessment, dialoguing about reading, and collaboration. Finally, an overview of a comprehensive study that investigated learners’ L2 narrative literacy development including comprehending, interpreting, and analyzing L2 texts is provided. A concept-based instructional approach with three sub-concepts—foundation, organization, and genre—for the concept of L2 narrative literacy, along with a division-of-labor pedagogy, significantly promoted L2 literacy development for intermediate learners of French. A V-SCT approach to L2 literacy development promises to be a fruitful endeavor, and more research is needed to deepen and broaden our understanding.
