Teacher as creator: Orchestrating the learning environment to promote learner development

Sociocultural theory (SCT) is a powerful basis for exploring and guiding L2 (second/foreign language) learner development. For the most part, however, focus of classroom SCT-L2 has been on single activities, example, teacher mediation learners’ writing process or peer scaffolding. In this paper, we expand these studies, building Vygotsky’s (1997) metaphor as creator We propose how activities (1) where agency development lies with learners, (2) takes lead in development, (3) opportunities emerge dialogical interaction between learners can be orchestrated to collectively create report an academic English course at Japanese university. The instructor first created interactions. then built information received from regard challenge coherence subsequent group dynamic assessment frontal work using SCOBA. Finally, traced change self-regulation later will one learner’s throughout course, illustrating insights into areas struggle mediated performance emerged interaction, these, guided follow.