Language and Sociocultural Theory, Vol 6, No 1 (2019)

Exploring the Role of Dynamic Assessment in Language Education: An Introduction to the Special Issue

​Próspero N. ​García
Issued Date: 4 Sep 2019

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DOI: 10.1558/lst.38912

References


Chaiklin, S. (2003). The zone of proximal development in Vygotsky’s analysis of learning and instruction. In A. Kozulin, B. Gindis, V. Ageyev, and S. Miller (Eds), Vygotsky’s Educational Theory in Cultural Context, 39–64. Cambridge: Cambridge University Press. https://doi.org/10.1017/cbo9780511840975.004

Davin, K. J. (2016). Classroom dynamic assessment: A critical examination of constructs and practices. Modern Language Journal 100 (4): 813–829. https://doi.org/10.1111/modl.12352

Davis, J. M. (2018). Preface. In J. M. Davis, J. M. Norris, M. E. Malone, T. H. McKay, and Y. Son (Eds), Useful Assessment and Evaluation in Language Education, vii–ix. Washington, DC: Georgetown University Press. https://doi.org/10.2307/j.ctvvngrq

Lantolf, J. P. and Poehner, M. E. (2011). Dynamic Assessment in the Foreign Language Classroom: A Teacher’s Guide, 2nd edition. University Park, PA: CALPER.

Lantolf, J. P. and Poehner, M. E. (2014). Sociocultural Theory and the Pedagogical Imperative in L2 Education: Vygotskian Praxis and the Research /Practice Divide. New York: Routledge. https://doi.org/10.4324/9780203813850

Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Cambridge, MA: Harvard University Press.

Vygotsky, L. S. (1987). Thinking and speech. In R. W. Rieber and A. S. Carton (Eds), The Collected Works of L. S. Vygotsky. Vol. 1. Problems of General Psychology, 39–285. New York: Plenum. https://doi.org/10.1017/s0142716400008341


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