{"title":"Dynamic Assessment: Promoting In-Service teachers’ conceptual development and pedagogical beliefs in the L2 classroom","authors":"Próspero N. García","doi":"10.1558/lst.38915","DOIUrl":null,"url":null,"abstract":"This article on teacher cognition explores the implementation of an interactionist Dynamic Assessment (DA) model for mediating and ascertaining in-service L2 teachers’ microgenetic conceptual development after being exposed to Concept- Based Instruction (CBI). Although the effectiveness of this instructional approach in the development of L2 instructors (van Compernolle and Henery, 2015; Williams, Abraham, and Negueruela, 2013), and the use of DA to facilitate L2 development (Anton, 2009; Davin, 2013; Lantolf and Poehner, 2011, 2014; Poehner, 2008) have been both investigated, there is no research addressing the role of DA in fostering the development of in-service L2 teachers’ conceptual language awareness after being exposed to CBI. This article intends to address this gap by exploring the case study of Glinda (pseudonym), an experienced in-service teacher of Spanish whose L1 was also Spanish, and her developing linguistic and pedagogical beliefs regarding the concept of aspect before and after conceptual instruction.","PeriodicalId":41451,"journal":{"name":"Language and Sociocultural Theory","volume":null,"pages":null},"PeriodicalIF":0.5000,"publicationDate":"2019-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"5","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Language and Sociocultural Theory","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1558/lst.38915","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"LINGUISTICS","Score":null,"Total":0}
引用次数: 5
Abstract
This article on teacher cognition explores the implementation of an interactionist Dynamic Assessment (DA) model for mediating and ascertaining in-service L2 teachers’ microgenetic conceptual development after being exposed to Concept- Based Instruction (CBI). Although the effectiveness of this instructional approach in the development of L2 instructors (van Compernolle and Henery, 2015; Williams, Abraham, and Negueruela, 2013), and the use of DA to facilitate L2 development (Anton, 2009; Davin, 2013; Lantolf and Poehner, 2011, 2014; Poehner, 2008) have been both investigated, there is no research addressing the role of DA in fostering the development of in-service L2 teachers’ conceptual language awareness after being exposed to CBI. This article intends to address this gap by exploring the case study of Glinda (pseudonym), an experienced in-service teacher of Spanish whose L1 was also Spanish, and her developing linguistic and pedagogical beliefs regarding the concept of aspect before and after conceptual instruction.
期刊介绍:
Language and Sociocultural Theory is an international journal devoted to the study of language from the perspective of Vygotskian sociocultural theory. Articles appearing in the journal may draw upon research in the following fields of study: linguistics and applied linguistics, psychology and cognitive science, anthropology, cultural studies, and education. Particular emphasis is placed on applied research grounded on sociocultural theory where language is central to understanding cognition, communication, culture, learning and development. The journal especially focuses on research that explores the role of language in the theory itself, including inner and private speech, internalization, verbalization, gesticulation, cognition and conceptual development. Work that explores connections between sociocultural theory and meaning-based theories of language also fits the journal’s scope.