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ERIC Number: EJ901739
Record Type: Journal
Publication Date: 2010
Pages: 17
Abstractor: As Provided
Reference Count: 17
ISBN: N/A
ISSN: ISSN-1074-9039
The Social Genesis of Self-Regulation: The Case of Two Korean Adolescents Learning English as a Second Language
Jang, Eun-Young; DaSilva Iddings, Ana Christina
Mind, Culture, and Activity, v17 n4 p350-366 2010
From a sociocultural perspective the concept of self-regulation is associated to voluntary control over higher and culturally organized mental functions such as, for example, focusing attention, planning a course of action, solving a problem, or deliberately remembering something. Thus, the ability to self-regulate is highly related to school success. The present article examines the ways by which two newly arrived immigrant Korean students, learning English as a second language while enrolled in a middle school in the United States, made use of old and new systems of signs (i.e., native and target languages) to (re)gain and maintain self-regulation in a new cultural and linguistic context. We conducted a microgenetic analysis of student-teacher and student-student interactions during two specific classroom writing practices that occurred regularly in the classroom. We found that the development (or activation) of self-regulation for the students was tightly intertwined with social and cultural contextual factors of the English-dominant classroom environment, which in turn afforded or constrained the use and acquisition of newly formed semiotic resources (e.g., hybrid sign systems) for the creation and expression of meaning. (Contains 1 footnote.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A