Pub. Date:
Springer US
Dynamic Assessment: A Vygotskian Approach to Understanding and Promoting L2 Development / Edition 1

Dynamic Assessment: A Vygotskian Approach to Understanding and Promoting L2 Development / Edition 1

by Matthew E. Poehner


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Product Details

ISBN-13: 9781441945426
Publisher: Springer US
Publication date: 11/23/2010
Series: Educational Linguistics , #9
Edition description: Softcover reprint of hardcover 1st ed. 2008
Pages: 202
Product dimensions: 6.10(w) x 9.25(h) x 0.02(d)

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.

Table of Contents

Part I Dynamic Assessment – Theory, Models, and Challenges.- 1 Introducing Dynamic Assessment. The Role of Assessement in Second Language Education. Contemporary Views on the Relevance of Assessment to Instruction.Assessment and Instruction from a Vygotskyan Perspective. Models of Dynamic Assessment.Dynamic Assessment and Resistance to Change. Conclusion and Overview of the book.- 2 The Origins of Dynamic Assessment: Sociocultural Theory and the Zone of Proximal Development.Introduction.Vygotsky’s Sociocultural Theory of Mind.Theory in Action: The Zone of Proximal Development. Post-Vygotskyan Interpretations of the ZPD. Conclusion.- 3 Models of Dynamic Assessment. Introduction.Interventionist DA.Interactionist DA: Feuerstein’s Mediated Learning Experience.Applications of MLE in Educational Contexts. Conclusion.- 4 Issues in Dynamic Assessment. Introduction.Psychometric Criticisms.Mediating Learner Development.Learner Reciprocity. Conclusion. Part II Dynamic Assessment and Second Language Development.- 5 Toward a Model of L2 Dynamic Assessment.Introduction. Dynamic-like Assessments in a L2 Context.Interventionist L2 DA.Interactionist L2 DA. Ongoing L2 DA Work. Co-constructing a ZPD with L2 Learners.Principles of Classroom-based L2 Dynamic Assessment.Dynamic Assessment of Oral Communication Among Advanced Learners of L2 French.Conclusion.- 6 Understanding L2 Development Through Dynamic Assessment.Introduction. Revising Diagnoses of Learners’ Abilities. Learner Vebalization.Conclusion.- 7 Promoting L2 Development Through Dynamic Assessment. Introduction.Evidence of Development Over Time. Learner’s Emerging Autonomy. Misdiagnosis and Inappropriate Mediation. Conclusion.- 8 Profiling L2 Development Through Dynamic Assessment. Introduction. Gal’Perin’s Stages of Performance. Profiling Learner Development. Conclusion.- 9 Constructing A Future for L2 Dynamic Assessment. Introduction. Computerized Dynamic Assessment. Dynamic Assessment and Peer-to-PeerMediation. Dynamic Assessment and Cognitive Decline. Dynamic Assessment and Social Justice.- Notes.- References.- Index.

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