ABSTRACT
This chapter examines the roles that the factors play in mediating both the processes and outcomes of L2 learning. Traditionally, second language acquisition (SLA) studies of L2 literacy were concerned primarily with the cognitive processes entailed in learning to read and write in another language. Exploring L2 learners' digital multilingual, multimodal literacies has become an increasingly important focus of L2 socialization research. Interaction between teachers and students in L2 classrooms is one of the primary means by which socialization is accomplished. A great deal of research has focused specifically on the interactional routines of teacher-student interactions. Scaffolding is a term that has been used to refer to the mediating role of classroom interaction. Some have critiqued the metaphor of scaffolding as being limited in its ability to capture the full picture of the zone of proximal development (ZPD) in that it leads to a view of adult-child interactions as too one-sided with the adult constructing the scaffold alone.
