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Main page » Coursebooks » Only for teachers » Dynamic Assessment: A Vygotskian Approach to Understanding and Promoting L2 Development (Educational Linguistics)


Dynamic Assessment: A Vygotskian Approach to Understanding and Promoting L2 Development (Educational Linguistics)

 
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Dynamic Assessment (DA) reconceptualizes classroom interactions by arguing that teaching and assessment should not be distinct undertakings but must be integrated as a single activity that seeks to understand learner abilities by actively supporting their ongoing development. DA is based in the Vygotskian notion of the Zone of Proximal Development (ZPD) which captures the uniquely human potential to exceed our present capabilities by working in cooperation with others whose dialogic interaction mediates us to higher levels of functioning. DA offers a framework for co-constructing a ZPD with learners in order to simultaneously reveal the full range of their abilities and promote development.

This book presents the first in-depth analysis of DAs application to particular problems of L2 development. It includes detailed discussions of the core theoretical tenets as well as guidelines for implementing DA principles in L2 classrooms. The book will be of interest to language teacher educators, language testers, classroom practitioners, and students and researchers in the areas of SLA, language pedagogy, and assessment.


Written for:

Researchers in applied linguistics, language testing and assessment, and L2 pedagogy, L2 classroom interaction, L2 teaching and learning, and theories of L2 development, graduate students and scholars in SLA


About the Author

Matthew E. Poehner received his PhD in French with a specialization in Applied Linguistics from the Pennsylvania State University. His research interests include processes of second language development, classroom-based assessment, and the relationship between assessment and teaching practices. He is especially interested in exploring the use of L.S. Vygotskys Sociocultural Theory of Mind as a theoretical perspective on second language learning as well as a basis for innovations in language instruction and assessment. His current work focuses on developing Dynamic Assessment procedures for use in second language contexts.





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Tags: Development, development, language, Vygotskian, Assessment