Dynamic Assessment

A Vygotskian Approach to Understanding and Promoting L2 Development
1. Auflage. Softcover version of original hardcover Auflage 2008
ISBN: 978-1-4419-4542-6
Verlag: Springer US

Buch, Englisch, Band 9, 202 Seiten, Previously published in hardcover, Format (B × H): 155 mm x 235 mm, Gewicht: 335 g

Reihe: Educational Linguistics

Dynamic Assessment (DA) reconceptualizes classroom interactions by arguing that teaching and assessment should not be distinct undertakings. This book offers a much-needed coherent framework for co-constructing a ZPD with learners in order to simultaneously reveal the full range of their abilities and promote development. DA has a long history in education but it is new to the L2 field. This book provides the first book-length treatment of DA in the language classroom.

Zielgruppe

Research

Autoren/Hrsg.

Poehner, Matthew E.

Fachgebiete

• Sozialwissenschaften Psychologie Allgemeine Psychologie Sprachpsychologie
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Methoden des Lehrens und Lernens
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Allgemeine Didaktik Literatur, Deutsch, Fremdsprachen (Unterricht & Didaktik)

Inhaltsverzeichnis

Dynamic Assessment – Theory, Models, and Challenges.- Introducing Dynamic Assessment.- The Origins of Dynamic Assessment: Sociocultural Theory and the Zone of Proximal Development.- Prevailing Models of Dynamic Assessment.- Issues In Dynamic Assessment.- Dynamic Assessment and Second Language Development.- Toward A Model Of L2 Dynamic Assessment.- Understanding L2 Development Through Dynamic Assessment.- Promoting L2 Development Through Dynamic Assessment.- Profiling L2 Development Through Dynamic Assessment.- Constructing a Future for L2 Dynamic Assessment.

Über Autor(innen)

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.