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Integrating Technology into C-BLI: A Sociocultural Perspective on Digital Mediation Tools

Siyi Yang

Abstract


This theoretical paper reconceptualizes Content-Based Language Instruction (C-BLI) through the lens of digitally mediated learning. Challenging the prevalent reliance on static Schema for Orienting Basis of Activity diagrams, I propose a dynamic mediation framework synthesizing Vygotskian sociocultural theory with Mayers Cognitive Theory of Multimedia Learning and establish a three-dimensional typology of digital mediation tools along temporal, embodied, and interactive continua, illustrated through augmented reality prototypes. The innovative framework bridges sociocultural mediation processes with cognitive load management through three design principles: (1) distributed semantic scaffolding, (2) multimodal complementarity, and (3) contingent feedback loops. The paper advances C-BLI theory by demonstrating how dynamic visualizations can simultaneously function as cognitive artifacts and social semiotic resources, resolving long-standing tensions between individual cognition and collaborative meaning-making.

Keywords


Technology-mediated language learning; Content-based language instruction; Sociocultural theory; Cognitive Theory of Multimedia Learning; Digital mediation tools

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References


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DOI: http://dx.doi.org/10.70711/cle.v2i6.6915

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