: EXAMINING THE ROLES OF COLLABORATIVE CULTURE:CONTENT BASED INSTRUCTION AND TEACHER EFFICACY

Sociocultural Theory and the associated field of sociocultural linguistics emphasize the interrelation between language and thought as well as between language, culture and society. The Sociocultural theory connects to collaboration. The foundational theoretical framework from the sociocultural theory underscored the presupposition of this research. While content-based instruction has four established benefits that are lingual, psychological, pedagogical, and collegial according to Pally (2000). The objective of the sociocultural theory, by psychologist Vygotsky(1978), was to socialize and identify cultural identity while establishing linguistical ability. As the researcher, these concepts were chosen to focus upon the challenges faced by both core content and elective’s instructors that are encountered in a middle school setting where collaboration must take place for the benefit of the campus, staff, educators, and students. The challenge of operationalizing collaboration can produce benefits as well as some issues that can be overcome.

社会文化理论（Sociocultural Theory）及其关联学科社会文化语言学（sociocultural linguistics）着重探讨语言与思维、语言与文化及社会之间的相互关联。社会文化理论与协作活动存在紧密关联。本研究的核心理论预设源自社会文化理论的基础框架。据帕利（Pally, 2000）的研究，以内容为依托的教学（content-based instruction）具有四大公认优势，分别为语言维度、心理维度、教学维度与协作维度。心理学家维果茨基（Vygotsky, 1978）提出，社会文化理论的核心目标是通过培养语言能力，实现个体的社会化进程并确立文化身份认同。本研究选取上述理论概念，旨在聚焦中学场景中核心学科与选修学科教师所面临的协作挑战。为实现校园、全体教职工、教育者与学生的共同利益，该场景下必须开展协作教学，而教师在此过程中会遭遇各类难题。将协作理念付诸实践的过程中，既能带来积极效益，也会产生可被克服的各类问题。