Abstract

Identification of the most suitable theories to provide teaching models, concepts and frameworks for the training of language teachers is a relevant goal for the dynamic social context of today’s societies. Together with a package of appropriate educational policies, these theories can contribute to the creation of a platform for the training of foreign language teachers. We will pursue two major goals in our work: 1.  To describe Sociocultural Theory (SCT) highlighting the essential characteristics of a pedagogy derived from SCT; 2. To demonstrate the compatibility between SCT and the standards, contents, and objectives provided for students and future teachers in European language policies. “SCT-based Pedagogy” is an integrative concept for curriculum planning activities, but also for teaching-learning-evaluation activities that can be extracted from Lev Vygotsky’s theory. Some basic ideas for such a specific pedagogy are: that teaching and learning are culturally and linguistically mediated activities, situated and participatory, reflective, based on communities of practice, and accompanied by dynamic assessment.

Key words: European language policies; second and foreign language; sociocultural theory; sociocultural theory-based pedagogy; teacher education

How to cite: Ghiațău, R.-M., A. (2023). Sociocultural Theory-based Pedagogy in Second Language Teaching and European Language Policies. Journal of Innovation in Psychology, Education and Didactics, 27(2), 231-240. doi:10.29081/JIPED.2023.27.2.07.