Bridging the Gap Between Socio-Cognitive Theory and Practical Second Language Instruction

Abstract

Post method pedagogies in second language acquisition (SLA) literature base have gained popularity, challenging the traditional conception of the field as a pure cognitive science. These new theories often highlight the social nature of language and its acquisition- begging for there to be more attention to students’ learning environment and quality of interactions. One model that has emerged in the past two decades is socio-cognitive theory (SCT), which emphasizes the conversational alignment of language learners but also learners’ alignment to their social environment. While there has been substantial literature upholding SCT and its rationalizations, there is an outstanding gap between its theoretical framework and practical enactment. Thus, this literature review aims to conceptualize certain inclusive English as a Second Language (ESL) practices under a socio-cognitive framework by synthesizing both SCT and ESL literature. It argues that the ESL practices of restorative practices (RP), social emotional learning (SEL), culturally responsive education, and situated learning all fit under a socio-cognitive model of SLA. Through this application of SCT to practical ESL instruction, we may arrive at a theoretical understanding of why certain practices triumph over others. The goal is that by bridging the gap between theory and practice, the practices covered may thus be accentuated as especially efficacious in ESL and be paid more attention in matters of instruction and policy.