Authors:
- Addresses how Vygotsky’s theory can be used as the basis for pedagogical innovations
- Provides a much-needed coherent framework for classroom-based assessment
- Offers a more solid integration of second language teaching and assessment
- Represents a new context for the application of Dynamic Assessment
- Is the first book-length treatment of Dynamic Assessment in the language classroom
Part of the book series: Educational Linguistics (EDUL, volume 9)
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Table of contents (9 chapters)
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Front Matter
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Dynamic Assessment – Theory, Models, and Challenges
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Front Matter
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Dynamic Assessment and Second Language Development
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Front Matter
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Back Matter
About this book
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.
Authors and Affiliations
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The Pennsylvania State University, University Park, USA
Matthew E. Poehner
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.
Bibliographic Information
Book Title: Dynamic Assessment
Book Subtitle: A Vygotskian Approach to Understanding and Promoting L2 Development
Authors: Matthew E. Poehner
Series Title: Educational Linguistics
DOI: https://doi.org/10.1007/978-0-387-75775-9
Publisher: Springer New York, NY
eBook Packages: Humanities, Social Sciences and Law, Education (R0)
Copyright Information: Springer-Verlag US 2008
Hardcover ISBN: 978-0-387-75774-2Published: 20 March 2008
Softcover ISBN: 978-1-4419-4542-6Published: 23 November 2010
eBook ISBN: 978-0-387-75775-9Published: 06 March 2008
Series ISSN: 1572-0292
Series E-ISSN: 2215-1656
Edition Number: 1
Number of Pages: XII, 202
Topics: Language Education, Linguistics, general, Applied Linguistics, Learning & Instruction, Pedagogic Psychology