Aljaafreh, A. & Lantolf, J. P. (1994). Negative feedback as regulation and second language learning in the zone of proximal development. The Modern Language Journal 78, 465–483.
Chaiklin, S. (2003). The Zone of Proximal Development in Vygotsky's analysis of learning and instruction. In Kozulin, A., Gindis, B., Ageyev, V. S. & Miller, S. M. (eds.), Vygotsky's educational theory in cultural context. Cambridge: Cambridge University Press, 39–64.
Cheng, L. (2005). Changing language teaching through language testing: A washback study. Cambridge: UCLES/Cambridge University Press.
Davydov, V. V. (2004). Problems of developmental instruction: A theoretical and experimental psychological study (translated by Moxhay, Peter). Moscow: Akademiya Press.
DiCamilla, F. & Lantolf, J. P. (1994). The linguistic analysis of private writing. Language Sciences 16, 347–369.
Ellis, N. (2007). The associative–cognitive CREED. In VanPatten, & Williams, J. (eds.), 77–98.
Ferreira, M. & Lantolf, J. P. (2008). A concept-based approach to teaching writing through genre analysis. In Lantolf, J. P. & Poehner, M. E. (eds.), Sociocultural theory and the teaching of second languages. London: Equinox, 285–320.
Feuerstein, R., Rand, Y. & Hoffman, M. B. (1979). The dynamic assessment of retarded performers: The learning potential assessment device, theory, instruments, and techniques. Baltimore, MD: University Park Press.
Fogel, A. (1991). Developing through relationships: Origins of communication, self, and culture. Chicago, IL: University of Chicago Press.
Gal'perin, P. Ya. (1967). On the notion of internalization. Soviet Psychology 5.3, 28–33.
Gal'perin, P. Ya. (1979). The role of orientation in thought. Soviet Psychology 18.2, 19–45.
Gass, S. M. & Mackey, A. (2007). Input, interaction, and output in second language acquisition. In VanPatten & Williams (eds.), 175–200.
Guthke, J., Heinrich, A. & Caruso, M. (1986). The diagnostic program of ‘syntactical rule and vocabulary acquisition’: A contribution to the psychodiagnosis of foreign language learning. In Klix, F. & Hagendorf, H. (eds.), Human memory and cognitive capabilities: Mechanisms and performances. Amsterdam: Elsevier, 127–152.
Haywood, H. C. & Lidz, C. S. (2007). Dynamic assessment in practice: Clinical and educational applications. Cambridge: Cambridge University Press.
John-Steiner, V. (1997). Notebooks of the mind: Explorations in thinking (revised edn.). Oxford: Oxford University Press.
Karpov, Y. B. & Haywood, H. C. (1998). Two ways to elaborate Vygotsky's concept of mediation: Implications for instruction. American Psychologist 53, 27–36.
KinardJ. T., Sr. J. T., Sr. & Kozulin, A. (2008). Rigorous mathematical thinking: Conceptual formation in the mathematics classroom. Cambridge: Cambridge University Press.
Kozulin, A. (1995). The learning process: Vygotsky's theory in the mirror of its interpretations. School Psychology International 16, 117–129.
Krashen, S. D. (1981). Second language acquisition and second language learning. Oxford: Pergamon.
Krashen, S. D. (1985). The input hypothesis: Issues and implications. New York: Longman.
Lafford, B. A (ed.) (2007). Second language acquisition reconceptualized? The impact of Firth and Wagner (1997). Focus issue of The Modern Language Journal 91.
Lantolf, J. P. (2007). Conceptual knowledge and instructed second language learning: A sociocultural perspective. In. Fotos, S. & Nassaji, H. (eds.), Form focused instruction and teacher education: Studies in honour of Rod Ellis. Oxford: Oxford University Press, 35–54.
Lantolf, J. P. forthcoming a. Minding your hands: The function of gesture in L2 learning. In Batstone, R. (ed.), Sociocognitive approaches to SLA. Oxford: Oxford University Press.
Lantolf, J. P. forthcoming b. Praxis and classroom L2 development. ELIA: Estudios de Lingüística Inglesa Aplicada.
Lantolf, J. P. & Poehner, M. E. (2004). Dynamic assessment of L2 development: Bringing the past into the future. Journal of Applied Linguistics 1, 49–74.
Lantolf, J. P. & Poehner, M. E. (2007). Dynamic assessment: A teacher's guide. University Park, PA: CALPER Publications.
Lantolf, J. P. & Poehner, M. E. (2008). Dynamic assessment. In Shohamy, E. (ed.), The Encyclopedia of language and education (vol. 7): Language testing and assessment. Cambridge: Cambridge University Press, 273–285.
Larsen-Freeman, D. & Long, M. H. (1991). Introduction to second language acquisition research. London: Longman.
Leontiev, A. A. (1981). Psychological and the language learning process. New York: Pergamon.
Lidz, C. (1991). Practioner's guide to dynamic assessment. New York: Guilford.
Long, M. (1998). SLA: Breaking the siege. University of Hawaii Working Papers in ESL 17, 79–129.
Luria, A. R. (1961). Study of the abnormal child. American Journal of Orthopsychiatry: A Journal of Human Behavior 31, 1–16.
Marx, K. (1844/1972). Grundrisse: Foundations of the critique of political economy. In Tucker, (ed.), 221–293.
Marx, K. (1845/1972). Theses on Feuerbach. In Tucker, (ed.), 143–145.
McCafferty, S. G. (1998). Nonverbal expression and L2 private speech. Applied Linguistics 19, 73–96.
Minick, N. (1987). Implications of Vygotsky's theories for dynamic assessment. In Lidz, C. (ed.), Dynamic assessment: An interactive approach to evaluating learning potential. New York: The Guilford Press, 116–140.
Negueruela, E. (2003). A sociocultural approach to the teaching–learning of second languages : Systemic-theoretical instruction and L2 development. Ph.D. dissertation, The Pennsylvania State University.
Pienemann, M. (1998). Language processing and second language development: Processability theory. Amsterdam: John Benjamins.
Poehner, M. E. (2007). Beyond the test: L2 dynamic assessment and the transcendence of mediated learning. The Modern Language Journal 91, 323–340.
Poehner, M. E. (2008). Dynamic assessment: A Vygotskian approach to understanding and promoting L2 development. Berlin: Springer.
Poehner, M. E. forthcoming. Dynamic assessment as a dialectical framework for validity in the L2 classroom.
Poehner, M. E. & Lantolf, J. P. (2005). Dynamic assessment in the language classroom. Language Teaching Research 9, 1–33.
Rossi-Landi, F. (1983). Language as work & trade: A semiotic homology for linguistics & economics. South Hadley, MA: Bergin & Adams.
Swain, M. & Lapkin, S. (2002). Talking it through: Two French immersion learners’ response to reformulation. International Journal of Educational Research 37, 285–304.
Talyzina, N. (1981). The psychology of learning. Moscow: Progress Press.
Tarone, E. (2007). Sociolinguistic approaches to second language acquisition research –1997–2007. The Modern Language Journal 91, 837–348.
Tucker, R. C (ed.) (1972). The Marx–Engels Reader. New York: W. W. Norton.
VanPatten, B. & Williams, J. (eds.) (2007). Theories in second language acquisition: An introduction. Mahwah, NJ: Erlbaum.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes (ed. by Cole, M., John–Steiner, V., Scribner, S. & Souberman, E.). Cambridge, MA: Harvard University Press.
Vygotsky, L. S. (1987). The collected works of L. S. Vygotsky (vol. 1): Problems of general psychology, including the volume Thinking and speech (ed. by Rieber, R. W. & Carton, A. S.). New York: Plenum.
Vygotsky, L. S. (1997). The collected works of L. S. Vygotsky (vol. 4): The history of the development of higher mental functions (ed. by Rieber, R. W.). New York: Plenum.
Vygotsky, L. S. (1998). The collected works of L. S. Vygotsky (vol. 5): Child psychology (ed. by Rieber, R. W.). New York: Plenum.
Vygotsky, L. S. (2004). The historical meaning of the crisis in psychology: A methodological investigation. In Rieber, R. W. & Robinson, D. K.. (eds.), The essential Vygotsky. New York: Kluwer/Plenum, 227–344.
Yáñez Prieto, C. M. (2008). On literature and the secret art of invisible words: Teaching literature through language. Ph.D. dissertation, The Pennsylvania State University.