TY - JOUR
T1 - Frames of interaction in Dynamic Assessment
T2 - Developmental diagnoses of second language learning
AU - Poehner, Matthew E.
AU - van Compernolle, Rémi A.
N1 - Funding Information:
1. This project was funded by a grant from the United States Department of Education (Grant Award P017A080071). However, the contents of this article do not necessarily represent the policy of the Department of Education, and one should not assume endorsement by the Federal Government.
PY - 2011/5
Y1 - 2011/5
N2 - The Zone of Proximal Development (ZPD), first proposed by the Russian psychologist L.S. Vygotsky, is frequently cited as the theoretical basis behind Dynamic Assessment (DA). However, this concept has led to varied interpretations and practices in education. This paper outlines readings of the ZPD that motivate many current approaches to DA and argues that the full potential of Vygotsky's proposal is realised through what he described as collective, transformative activity undertaken with learners. Through close analysis of transcribed interactions between a mediator and second language (L2) learners, we argue that this activity unfolds through the co-construction of collaborative and cooperative interactional frames. These allow for the integration of diagnosing and promoting learner development by alternately foregrounding the process of working through assessment tasks and going beyond those tasks to pursue other questions and problems.
AB - The Zone of Proximal Development (ZPD), first proposed by the Russian psychologist L.S. Vygotsky, is frequently cited as the theoretical basis behind Dynamic Assessment (DA). However, this concept has led to varied interpretations and practices in education. This paper outlines readings of the ZPD that motivate many current approaches to DA and argues that the full potential of Vygotsky's proposal is realised through what he described as collective, transformative activity undertaken with learners. Through close analysis of transcribed interactions between a mediator and second language (L2) learners, we argue that this activity unfolds through the co-construction of collaborative and cooperative interactional frames. These allow for the integration of diagnosing and promoting learner development by alternately foregrounding the process of working through assessment tasks and going beyond those tasks to pursue other questions and problems.
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U2 - 10.1080/0969594X.2011.567116
DO - 10.1080/0969594X.2011.567116
M3 - Article
AN - SCOPUS:79956067276
SN - 0969-594X
VL - 18
SP - 183
EP - 198
JO - Assessment in Education: Principles, Policy and Practice
JF - Assessment in Education: Principles, Policy and Practice
IS - 2
ER -