Employing dynamic assessment to enhance agency among l2 learners

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

This chapter attempts to contribute an expanded view of how learner abilities may be understood and promoted through zone of proximal development (ZPD) activity by bringing attention to learner agency as a legitimate focus of mediation. As we explain, we conceive of agency in the context of L2 education to entail not only intentional use of the target language for meaning-making but also the more general metacognitive processes involved in assuming responsibility for one’s learning, including setting goals for language study and monitoring and assessing one’s progress and emerging needs. To date, L2 ZPD research has examined how engagement in co-regulated activity can reveal and promote processes of learner L2 development (Lantolf & Poehner, 2014). L2 development has generally been described in terms of metalinguistic knowledge and control over specific features of language during communicative tasks (Aljaafreh & Lantolf, 1994; Poehner, 2007). In our view, this emphasis does not imply that metacognitive processes relevant to successful school learning in general are not of interest to L2 sociocultural theory (SCT) researchers. Rather, it reflects the reality that this work has been conducted in contexts concerned with L2 teaching and learning, and so language and language use have understandably been the primary focus of mediation. Nonetheless, designing ZPD activity from the outset with an aim of promoting learner awareness of their abilities and positioning them to actively participate in setting learning goals and monitoring progress may prove an effective addition to previous and ongoing initiatives that seek to guide learners toward learner control over the L2.

Original languageEnglish (US)
Title of host publicationThe Routledge Handbook of Sociocultural Theory and Second Language Development
PublisherTaylor and Francis
Pages295-309
Number of pages15
ISBN (Electronic)9781317229902
ISBN (Print)9781138651555
DOIs
StatePublished - Jan 1 2018

Fingerprint

language
learning
mediation
monitoring
ability
Zone of Proximal Development
Language
L2 Learners
Dynamic Assessment
responsibility
Teaching
Monitoring
Mediation
school
education
Meaning Making
Responsibility
Sociocultural Theory
Education
Metalinguistic Knowledge

All Science Journal Classification (ASJC) codes

  • Arts and Humanities(all)
  • Social Sciences(all)

Cite this

Levi, T., & Poehner, M. E. (2018). Employing dynamic assessment to enhance agency among l2 learners. In The Routledge Handbook of Sociocultural Theory and Second Language Development (pp. 295-309). Taylor and Francis. https://doi.org/10.4324/9781315624747
Levi, Tziona ; Poehner, Matthew Edward. / Employing dynamic assessment to enhance agency among l2 learners. The Routledge Handbook of Sociocultural Theory and Second Language Development. Taylor and Francis, 2018. pp. 295-309
@inbook{504a0f5e3c444066a0c691066b76ce76,
title = "Employing dynamic assessment to enhance agency among l2 learners",
abstract = "This chapter attempts to contribute an expanded view of how learner abilities may be understood and promoted through zone of proximal development (ZPD) activity by bringing attention to learner agency as a legitimate focus of mediation. As we explain, we conceive of agency in the context of L2 education to entail not only intentional use of the target language for meaning-making but also the more general metacognitive processes involved in assuming responsibility for one’s learning, including setting goals for language study and monitoring and assessing one’s progress and emerging needs. To date, L2 ZPD research has examined how engagement in co-regulated activity can reveal and promote processes of learner L2 development (Lantolf & Poehner, 2014). L2 development has generally been described in terms of metalinguistic knowledge and control over specific features of language during communicative tasks (Aljaafreh & Lantolf, 1994; Poehner, 2007). In our view, this emphasis does not imply that metacognitive processes relevant to successful school learning in general are not of interest to L2 sociocultural theory (SCT) researchers. Rather, it reflects the reality that this work has been conducted in contexts concerned with L2 teaching and learning, and so language and language use have understandably been the primary focus of mediation. Nonetheless, designing ZPD activity from the outset with an aim of promoting learner awareness of their abilities and positioning them to actively participate in setting learning goals and monitoring progress may prove an effective addition to previous and ongoing initiatives that seek to guide learners toward learner control over the L2.",
author = "Tziona Levi and Poehner, {Matthew Edward}",
year = "2018",
month = "1",
day = "1",
doi = "10.4324/9781315624747",
language = "English (US)",
isbn = "9781138651555",
pages = "295--309",
booktitle = "The Routledge Handbook of Sociocultural Theory and Second Language Development",
publisher = "Taylor and Francis",
address = "United States",

}

Levi, T & Poehner, ME 2018, Employing dynamic assessment to enhance agency among l2 learners. in The Routledge Handbook of Sociocultural Theory and Second Language Development. Taylor and Francis, pp. 295-309. https://doi.org/10.4324/9781315624747

Employing dynamic assessment to enhance agency among l2 learners. / Levi, Tziona; Poehner, Matthew Edward.

The Routledge Handbook of Sociocultural Theory and Second Language Development. Taylor and Francis, 2018. p. 295-309.

Research output: Chapter in Book/Report/Conference proceedingChapter

TY - CHAP

T1 - Employing dynamic assessment to enhance agency among l2 learners

AU - Levi, Tziona

AU - Poehner, Matthew Edward

PY - 2018/1/1

Y1 - 2018/1/1

N2 - This chapter attempts to contribute an expanded view of how learner abilities may be understood and promoted through zone of proximal development (ZPD) activity by bringing attention to learner agency as a legitimate focus of mediation. As we explain, we conceive of agency in the context of L2 education to entail not only intentional use of the target language for meaning-making but also the more general metacognitive processes involved in assuming responsibility for one’s learning, including setting goals for language study and monitoring and assessing one’s progress and emerging needs. To date, L2 ZPD research has examined how engagement in co-regulated activity can reveal and promote processes of learner L2 development (Lantolf & Poehner, 2014). L2 development has generally been described in terms of metalinguistic knowledge and control over specific features of language during communicative tasks (Aljaafreh & Lantolf, 1994; Poehner, 2007). In our view, this emphasis does not imply that metacognitive processes relevant to successful school learning in general are not of interest to L2 sociocultural theory (SCT) researchers. Rather, it reflects the reality that this work has been conducted in contexts concerned with L2 teaching and learning, and so language and language use have understandably been the primary focus of mediation. Nonetheless, designing ZPD activity from the outset with an aim of promoting learner awareness of their abilities and positioning them to actively participate in setting learning goals and monitoring progress may prove an effective addition to previous and ongoing initiatives that seek to guide learners toward learner control over the L2.

AB - This chapter attempts to contribute an expanded view of how learner abilities may be understood and promoted through zone of proximal development (ZPD) activity by bringing attention to learner agency as a legitimate focus of mediation. As we explain, we conceive of agency in the context of L2 education to entail not only intentional use of the target language for meaning-making but also the more general metacognitive processes involved in assuming responsibility for one’s learning, including setting goals for language study and monitoring and assessing one’s progress and emerging needs. To date, L2 ZPD research has examined how engagement in co-regulated activity can reveal and promote processes of learner L2 development (Lantolf & Poehner, 2014). L2 development has generally been described in terms of metalinguistic knowledge and control over specific features of language during communicative tasks (Aljaafreh & Lantolf, 1994; Poehner, 2007). In our view, this emphasis does not imply that metacognitive processes relevant to successful school learning in general are not of interest to L2 sociocultural theory (SCT) researchers. Rather, it reflects the reality that this work has been conducted in contexts concerned with L2 teaching and learning, and so language and language use have understandably been the primary focus of mediation. Nonetheless, designing ZPD activity from the outset with an aim of promoting learner awareness of their abilities and positioning them to actively participate in setting learning goals and monitoring progress may prove an effective addition to previous and ongoing initiatives that seek to guide learners toward learner control over the L2.

UR - http://www.scopus.com/inward/record.url?scp=85058751397&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85058751397&partnerID=8YFLogxK

U2 - 10.4324/9781315624747

DO - 10.4324/9781315624747

M3 - Chapter

AN - SCOPUS:85058751397

SN - 9781138651555

SP - 295

EP - 309

BT - The Routledge Handbook of Sociocultural Theory and Second Language Development

PB - Taylor and Francis

ER -

Levi T, Poehner ME. Employing dynamic assessment to enhance agency among l2 learners. In The Routledge Handbook of Sociocultural Theory and Second Language Development. Taylor and Francis. 2018. p. 295-309 https://doi.org/10.4324/9781315624747