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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.
Dynamic assessment (Education) --- Second language acquisition. --- Second language learning --- Language acquisition --- Educational tests and measurements --- Learning ability --- Testing --- Language and languages. --- Applied linguistics. --- Education --- Language Education. --- Linguistics, general. --- Applied Linguistics. --- Learning & Instruction. --- Pedagogic Psychology. --- Psychology. --- Psychology, Educational --- Psychology --- Child psychology --- Linguistics --- Foreign languages --- Languages --- Anthropology --- Communication --- Ethnology --- Information theory --- Meaning (Psychology) --- Philology --- Language and education. --- Linguistics. --- Learning. --- Instruction. --- Educational psychology. --- Learning process --- Comprehension --- Linguistic science --- Science of language --- Language and languages --- Educational linguistics --- Learning, Psychology of. --- Instructional Psychology. --- Educational Psychology. --- Study and teaching. --- Learning --- Psychology of learning --- Educational psychology --- Language and languages Study and teaching --- Study and teaching --- Language and education --- Language schools --- Psychological aspects
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Educational psychology --- Didactics --- Didactics of languages --- Linguistics --- pedagogische psychologie --- didactiek --- talenonderwijs --- linguïstiek --- Vygotsky, Lev Semënovic
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This book responds to the call for praxis in L2 education by documenting recent and ongoing projects around the world that see partnership with classroom teachers as the essential driver for continuing to develop both classroom assessment practice and conceptual frameworks of assessment in support of teaching and learning. Taken together, these partnerships shape the language assessment literacy, the knowledge and skills required for theorizing and conducting assessment activities, of both practitioners and researchers. While united by their orientation to praxis, the chapters offer considerable diversity with regard to languages taught, learner populations included (varying in age and proficiency level), specific innovations covered, research methods employed, and countries in which the work was conducted. As a whole, the book presents a way of engaging in research with practitioners that is likely to stimulate interest among not only language assessment scholars but also those studying second language education and language teacher education as well as language teaching professionals themselves.
Language and languages --- Study and teaching. --- Foreign language study --- Language and education --- Language schools --- Language and languages—Study and teaching. --- Assessment. --- Language and education. --- Teaching. --- Language Teaching. --- Assessment, Testing and Evaluation. --- Language Education. --- Teaching and Teacher Education. --- Didactics --- Instruction --- Pedagogy --- School teaching --- Schoolteaching --- Education --- Instructional systems --- Pedagogical content knowledge --- Training --- Educational linguistics
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L. S. Vygotsky, the renowned Russian psychologist, argued that the true test of any scientific theory is not the contribution it makes to our understanding of the object of study but the extent to which it improves the concrete practical activities of people, including those that take place in educational settings. The fourteen original chapters included in the present volume document innovations in second and foreign language teaching that are rooted in Vygotsky's theory of cognitive development. Researchers and language teaching practitioners will find implementations at the classroom and programmatic levels of Vygotskyan principles and concepts, including cognitive mediation, the zone of proximal development, activity theory, internalization, verbalization, and materialization.
Language and languages --- Second language acquisition. --- Study and teaching. --- Second language acquisition --- Second language learning --- Language acquisition --- Foreign language study --- Language and education --- Language schools --- Study and teaching --- Language and languages Study and teaching
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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.
Educational psychology --- Didactics --- Didactics of languages --- Linguistics --- pedagogische psychologie --- didactiek --- talenonderwijs --- linguïstiek --- Vygotsky, Lev Semënovic
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This book responds to the call for praxis in L2 education by documenting recent and ongoing projects around the world that see partnership with classroom teachers as the essential driver for continuing to develop both classroom assessment practice and conceptual frameworks of assessment in support of teaching and learning. Taken together, these partnerships shape the language assessment literacy, the knowledge and skills required for theorizing and conducting assessment activities, of both practitioners and researchers. While united by their orientation to praxis, the chapters offer considerable diversity with regard to languages taught, learner populations included (varying in age and proficiency level), specific innovations covered, research methods employed, and countries in which the work was conducted. As a whole, the book presents a way of engaging in research with practitioners that is likely to stimulate interest among not only language assessment scholars but also those studying second language education and language teacher education as well as language teaching professionals themselves.
Didactic evaluation --- Teaching --- Higher education --- Educational sciences --- Linguistics --- HO (hoger onderwijs) --- assessments (onderwijs) --- talenonderwijs --- linguïstiek --- lesgeven
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Sociocultural Theory (SCT), as formulated by Russian psychologist L. S. Vygotsky nearly a century ago, is distinct among traditions in the field of second language (L2) studies in its commitment to praxis. According to this view, theory and research provide the orienting basis for practice, which in turn serves as a testing ground for theory (Vygotsky, 1997). This Element offers a synthesis of foundational concepts and principles of SCT and an overview of two important areas of praxis in L2 education: Concept-Based Language Instruction, which organizes language curricula around linguistic concepts, and Dynamic Assessment, a framework that integrates teaching and diagnosing learner L2 abilities. Leading approaches to L2 teacher education informed by SCT are also discussed. Examples from studies with L2 teachers and learners showcase praxis in action, and emerging questions and directions are considered.
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Didactic evaluation --- Teaching --- Higher education --- Educational sciences --- Linguistics --- HO (hoger onderwijs) --- assessments (onderwijs) --- talenonderwijs --- linguïstiek --- lesgeven
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The Routledge Handbook of Sociocultural Theory and Second Language Development is the first comprehensive overview of the field of sociocultural second language acquisition (SLA) In 35 chapters, each written by an expert in the area, thisbook offers perspectives on both the theoretical and practical sides of the field. This Handbook covers a broad range of topics, divided into several major sections, including:A Sociocultural Approach to Second Language Literacy PedagogyAcquisition of Scientific Concepts as the Content of School InstructionApplying Sociocultural Theory to Prepare Teachers to Work with Culturally and Linguistically Diverse Students and Familiesbilingual/multilingual education;Concept-Based Instruction: Investigating the Role of Conscious Conceptual Manipulation in L2 DevelopmentConcept-based Instruction of Chinese as a Second Languageconcepts and principles as related to second language development;concept-based instruction;Dynamic Diagnosis of Second Language AbilitiesDynamic Assessment of Children Learning a Second Language dynamic assessment and other assessment based on sociocultural theory (SCT);Employing Dynamic Assessment to Enhance Agency among L2 LearnersEnglish for Specific Purposes: Engineers Learning How to Mean in EnglishEssential Aspects of Vygotskys Theoretical Framework and Methodological Approach Revealed in his Analysis of Unit(ies)Exploring the Interdisciplinary Synergy between Sociocultural Theory and Intelligent Computer-Assisted Language LearningHistory-in-Person: Ontogenesis and the Professional Formation of Language TeachersInner Speech and Its Impact on Teaching and LearningIntroduction to Sociocultural Theory, Historical Background of SCT-L2 Research and Overview of the Volume literacy and content-based language teaching;Making L2 Teacher Education Matter Through Vygotskian-Inspired Pedagogy and ResearchMediated Development: Promoting Learner Internalization of L2 Concepts through Cognitive-Process Focused ActivitiesMediator and Learner Engagement in Co-Regulated Inter-Psychological ActivityNeuropsychology of BilingualismPrivate and Inner Speech in L2 Learning: The Impact of Vygotskyan Sociocultural TheorySCT and technology; andteacher education.The Integration of ELF and Sociocultural Theory via Network-Based Language Teaching: Best Practices for the English ClassroomThis is the ideal resource for graduate students and researchers working in the areas of SLA and second language development.Trends within Sociocultural Theory, and the Utility of "Cultural Capital" for SCTUnderstanding Development Through the Perezhivanie of LearningUnderstanding Learner L2 Development Through ReciprocityZone of Proximal Development.
Language and languages --- Second language acquisition. --- Study and teaching.
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