Socio-cognitive alignment and the eco-social environment: The case of an EFL pre-service-teacher and his beginner learners

Since the mid-1990s, field of Second Language Acquisition (SLA) has taken a social turn which acknowledges role that interaction plays in second language (L2) learning. then, extensive scholarship used multimodal perspective as well alternative SLA approaches to explore L2 through classroom interaction. Even though grounded studies have analyzed fine-grained learning processes and conceive driving force for learning, most them one single mode interaction, thus, running short integratively We draw from Socio-Cognitive Theory (SCG) describe trajectory an EFL pre-service teacher positioned English only policy how he his beginning learners progressively aligned it. SCG is ecological approach conceives process humans adapt align their minds bodies eco-social world. Multimodal microanalysis video audio recorded segments serve identify diverse human non-human semiotic modes, affordances, natural pedagogy tools create afford opportunities this lesson. Findings revealed “coordinated interaction” co-constructed lesson facilitated students’ alignment environment, contributing understanding instructions, identification lexical items, production. also discuss implications these trajectories limiting critical engagement issues related equity diversity.