Frames of interaction in Dynamic Assessment: Developmental diagnoses of second language learning

Matthew Edward Poehner, Rémi A. van Compernolle

Research output: Contribution to journalArticle

27 Citations (Scopus)

Abstract

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.

Original languageEnglish (US)
Pages (from-to)183-198
Number of pages16
JournalAssessment in Education: Principles, Policy and Practice
Volume18
Issue number2
DOIs
StatePublished - May 1 2011

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interaction
language
learning
psychologist
interpretation
education

All Science Journal Classification (ASJC) codes

  • Education

Cite this

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Frames of interaction in Dynamic Assessment : Developmental diagnoses of second language learning. / Poehner, Matthew Edward; van Compernolle, Rémi A.

In: Assessment in Education: Principles, Policy and Practice, Vol. 18, No. 2, 01.05.2011, p. 183-198.

Research output: Contribution to journalArticle

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