Integration of Dynamic Assessment and Instructional Conversations to Promote Development and Improve Assessment in the Language Classroom

Autor/in	Davin, Kristin J.
Titel	Integration of Dynamic Assessment and Instructional Conversations to Promote Development and Improve Assessment in the Language Classroom
Quelle	In: Language Teaching Research, 17 (2013) 3, S.303-322 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1362-1688
DOI	10.1177/1362168813482934
Schlagwörter	Teaching Methods; Sociocultural Patterns; Spanish; Second Language Instruction; Second Language Learning; Error Correction; Student Needs; Teacher Student Relationship; Language Teachers; Interviews; Classroom Communication; Elementary School Students; Elementary School Teachers; Grade 4; Grade 5 + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Soziokulturelle Theorie; Spanisch; Fremdsprachenunterricht; Zweitsprachenerwerb; Korrektur; Teacher student relationships; Lehrer-Schüler-Beziehung; Language teacher; Sprachunterricht; Interviewing; Interviewtechnik; Klassengespräch; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05
Abstract	This article explores how a primary school teacher utilized the frameworks of dynamic assessment (DA) and the instructional conversation (IC) within a Spanish as a foreign language classroom. DA was used to construct zones of proximal development with individuals in the classroom context. A menu of pre-scripted assisting prompts, used to respond to predictable lexical and grammatical errors, permitted the teacher to assess students while also promoting development. ICs were used to co-construct a group zone of proximal development (ZPD) in response to less predictable student errors or inquiries. The flexible mediation provided by the teacher in these instances allowed for the active involvement of more students as well as more responsive dialogue. This language teacher drew upon these two frameworks to navigate dual goals of instruction and assessment while providing mediation attuned to the ZPD of the learners. As students studied interrogative formation to complete the pedagogical task of an interview, the teacher alternated between these two frameworks based on her goal for each interaction. Class transcripts are analysed to reveal how these two complementary frameworks can be used in conjunction to meet both the students' and teacher's needs. (Contains 4 tables, 1 figure, and 3 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10