The present paper proposes a framework for fostering dialogic interaction with learners intended to render concept map instructional materials as cognitive tools to regulate learner L2 use and understanding of academic concepts
Following Vygotsky’s argument about the leading role of instruction within the zone of proximal development (ZPD), Gal’perin developed Systemic Theoretical Instruction (STI), which encourages the active construction of materialized concepts and their monitored transformation into mental processes to foster development. The present paper proposes a framework for fostering dialogic interaction with learners intended to render concept map instructional materials as cognitive tools to regulate learner L2 use and understanding of academic concepts (Lantolf & Poehner, 2011). The paper in particular examines self-generated concept map representations of abstract linguistic concepts derived from academic articles during a trainee teacher EAP support unit in a UK based university. It starts with an overview of the adopted STI approach. Then, the pre and post treatment concept maps along with the recorded pre and post treatment oral presentations of 13 university postgraduate trainee teachers on Moodle are closely analysed to reveal how materialization activities were critical to the trainee teachers’ ability to construct and consider new meanings in English. Conceptual development was observed in the creation of learner concept maps that actually elaborated on the given academic article concepts. The findings revealed that the concept maps were successful in fostering the students’ conceptual development and that specific types of support that were available to the L2 trainee teachers along with their creative and flexible use should be given strong consideration for the dialogic support they offer.
