ABSTRACT
Since the 1980s, the foremost group advocating the relevance of sociocultural theory to second language learning have been James Lantolf and his associates. From the mid-1990s Lantolf edited several collections of papers which illustrated the application of different facets of Vygotskian thinking to second language learning (Lantolf and Appel, 1994; Lantolf, 2000). A later volume by Lantolf and Thorne (2006) provided the most substantial theoretical overview of applications of SCT concepts to SLA to date, but numerous other shorter accounts by Lantolf and others have provided updates regarding theoretical developments as well as summarizing a wider range of empirical sociocultural research (for example, Swain et al., 2002; Thorne and Lantolf, 2006; Lantolf and Thorne, 2007; Lantolf and Poehner, 2008, 2009; Lantolf, 2011; Swain et al., 2011; Lantolf, 2012).
