ABSTRACT
This chapter provides an up-to-date synthesis of research on L2 sociolinguistics from the perspective of Vygotskian sociocultural theory. Following a review of work initiated in the 1990s, the chapter reviews current research into the relationship between awareness and language use; the roles of self, identity, and agency; and the impact of pedagogy (e.g., concept-based instruction, dynamic assessment) on learner development. The chapter concludes with recommendations for research design, data collection, and data analysis, as well as a discussion of directions for future research.
