This course examines school language and literacy learning and pedagogy from socio-cultural and activity theory perspectives. Key Vygotskian theories of the role of language in learning and semiotic mediation of higher psychological functions of motivation, cognition and affect, and post-Vygotskian concepts of leading activity, learning activity and activity systems are explored with a view to fostering transformational teaching and learning in culturally diverse classrooms.
The course also considers recent research applying related understandings of communities of disciplinary practice, learning ecologies, scaffolding and rich tasks, as well as learner engagement, disposition and identity, to inform classroom task and program design that promotes socially inclusive and intellectually challenging learning and development.