Lantoff and Poehner address what many researchers of second-language acquisition see as a problematic gap between theory/research on one hand and classroom practice on the other. Rather than
trying to translate research findings in ways that are useful for teachers, as other have done, they argue that a gap between theory/research and practice need not exist in the first place, and
for support invoke sociocultural theory as formulated by Lev Semenovich Vygotsky (1896-1934) and his colleagues. Among their topics are sociocultural theory and the dialectic of praxis as an
alternative to the theory/research-practice gap, a theory of developmental education, second-language theoretical instruction, and the zone of proximal development and dynamic assessment.
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