We explore sociocultural theories of learning and identity formation, primarily drawing upon the work of Vygotsky and Mead. Several sources examine Vygotsky's zone of proximal development (ZPD) and its implications for dynamic assessment, contrasting this approach with traditional static methods. Other sources investigate how sociocultural contexts shape learning in educational settings, particularly in workplace-based assessment within medical education and second language acquisition. A further source contrasts Vygotsky's and Halliday's perspectives on language development, highlighting their shared emphasis on language as a cultural tool mediating social interaction and individual learning. Finally, one text examines how Mead's and Vygotsky's theories converge in their focus on the active internalisation of social meanings in identity formation, showcasing how identities are formed and transformed through participation in social practices.

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