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Social learning, language and instruction for adult learners where English is their second language


Hay, I and Callingham, R and Wright, F, Social learning, language and instruction for adult learners where English is their second language, Constructing Educational Achievement: A Sociocultural perspective, Routledge, S Phillipson, KYL Ku & SN Phillipson (ed), London, pp. 148-160. ISBN 978-0-415-51711-9 (2013) [Research Book Chapter]

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Copyright 2013 Routledge

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This chapter reports on an investigation into Vygotsky’s social learning theory in the context of young adult learners. There are strong interactive links between individuals’ language development, cognitive reasoning and educational success. These links are best facilitated within a learning environment where the dialogue between the teacher and the student is meaningful, planned, and encouraged. In this chapter, Vygotsky’s zone of proximal development is related to the notion that a teacher can use Blank’s (2002) four levels of dialogue to enhance young adults’ learning, when using English as the medium of instruction and assessment, especially when English is not the students’ first language.

Item Details

Item Type:Research Book Chapter
Research Division:Education
Research Group:Curriculum and pedagogy
Research Field:English and literacy curriculum and pedagogy (excl. LOTE, ESL and TESOL)
Objective Division:Education and Training
Objective Group:Teaching and curriculum
Objective Field:Pedagogy
UTAS Author:Hay, I (Professor Ian Hay)
UTAS Author:Callingham, R (Associate Professor Rosemary Callingham)
UTAS Author:Wright, F (Mr Fred Wright)
ID Code:84838
Year Published:2013
Deposited By:Education
Deposited On:2013-06-04
Last Modified:2017-12-14
Downloads:1 View Download Statistics

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