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Dynamic Assessment: A Vygotskian Approach to Understanding and Promoting L2 Development (Educational Linguistics)
Published by: SLar (Karma: 335.46) on 19 August 2008 | Views: 4277
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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 DA’s 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. Vygotsky’s
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.
