Document Type
Presentation
Publication Date
11-2025
Abstract
This project, A Sociocognitive Approach to Second Language Acquisition: Integrating Neurodiversity and Advocacy in Language Learning, serves as a pedagogical framework and instructional resource designed for world language educators. Grounded in Atkinson’s (2011) Sociocognitive SLA model, the project synthesizes cognitive, sociocultural, ecological, and embodied perspectives to illuminate how language learning emerges through dynamic interactions among mind, body, and environment. It further integrates contemporary neurodiversity research—addressing ADHD, ASD, dyslexia, and other cognitive profiles—to propose strength-based, multimodal strategies that support diverse learners. Drawing on the work of Swain, Norton, van Lier, and others, the project emphasizes identity, emotion, and advocacy as central components of meaningful language development. The document includes detailed pedagogical applications such as reflective dialogue journals, sociocognitively aligned PACE sequences, communicative tasks inspired by TBLT, and accessible classroom practices supported by visual scaffolds. It also incorporates curated multimedia resources, including conversation-analysis demonstrations (Stokoe, 2014), TBLT explanations (Sketchley, 2020), and custom-designed infographics that illustrate embodied cognition and ecological affordances. With an extensive reference list and a clear emphasis on inclusive, human-centered pedagogy, the project functions as both a theoretical synthesis and a practical toolkit for developing socially responsive, equitable world language classrooms.
Recommended Citation
Kapustka, Brian, "A Sociocognitive Approach to Second Language Acquisition: Integrating Neurodiversity and Advocacy in Language Learning" (2025). Faculty and Staff Scholarship. 9.
https://dc.cod.edu/languages_fac_staff/9