Language and Sociocultural Theory

Aims & Scope

Language and Sociocultural Theory is an international journal devoted to the study of language from the perspective of Vygotskian sociocultural theory.

Articles appearing in the journal may draw upon research in the following fields of study: linguistics and applied linguistics, psychology and cognitive science, anthropology, cultural studies, and education.

Particular emphasis is placed on applied research grounded on sociocultural theory where language is central to understanding cognition, communication, culture, learning and development.

The journal especially focuses on research that explores the role of language in the theory itself, including inner and private speech, internalization, verbalization, gesticulation, cognition and conceptual development.

Work that explores connections between sociocultural theory and meaning-based theories of language also fits the journal’s scope.

View Aims & Scope

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Metrics & Ranking

Impact Factor

Year	Value
2025	0.6
2024	0.50

Journal Rank

Year	Value
2024	24601

Journal Citation Indicator

Year	Value
2024	16

SJR (SCImago Journal Rank)

Year	Value
2024	0.149

Quartile

Year	Value
2024	Q2

h-index

Year	Value
2024	15

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Abstracting & Indexing

Journal is indexed in leading academic databases, ensuring global visibility and accessibility of our peer-reviewed research.

• Scopus
• Google Scholar
• Web of Science

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Subjects & Keywords

Journal’s research areas, covering key disciplines and specialized sub-topics in Social Sciences, designed to support cutting-edge academic discovery.

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Most Cited Articles

The Most Cited Articles section features the journal's most impactful research, based on citation counts. These articles have been referenced frequently by other researchers, indicating their significant contribution to their respective fields.

• Cognitive/emotional dissonance as growth points in learning to teach

  Citation: 34

  Authors: Karen E., Dorothy

• Diagnostic and Developmental Potentials of Dynamic Assessment for L2 writing

  Citation: 29

  Authors: Mohammad, Ali, Hossein

• L2 Development As Cognitive-Emotive Process

  Citation: 27

  Authors: Matthew E., Merril

• Mediated Development

  Citation: 22

  Authors: Matthew E., Paolo

• Learning Potential and the Dynamic Assessment of L2 Chinese Grammar through Elicited Imitation

  Citation: 22

  Authors: Haomin (Stanley), Rémi A.

• Understanding the revolutionary character of L2 development in the ZPD

  Citation: 18

  Authors: James P., Lindsey, Olesya

• Classroom Dynamic Assessment of Reading Comprehension with Second Language Learners

  Citation: 17

  Authors: Kristin J., Francis J., Ashley L.

• From SCOBA development to implementation in concept-based instruction

  Citation: 17

  Authors: Amy Snyder

• Corrective feedback, gesture, and mediation in classroom language learning

  Citation: 16

  Authors: Rémi Adam, Tetyana

• Measuring and Supporting Second Language Development Using Computerized Dynamic Assessment

  Citation: 15

  Authors: Jie, Xiaofei

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