000			03355nam a22004815i 4500
001			978-0-387-75775-9
003			DE-He213
005			20250710084023.0
007			cr nn 008mamaa
008			100301s2008 xxu| s |||| 0|eng d
020			_a9780387757759 _a99780387757759
024	7		_a10.1007/978-0-387-75775-9 _2doi
082	0	4	_a410 _223
100	1		_aPoehner, Matthew E. _eauthor.
245	1	0	_aDynamic Assessment _h[recurso electrónico] : _bA Vygotskian Approach to Understanding and Promoting L2 Development / _cby Matthew E. Poehner.
264		1	_aBoston, MA : _bSpringer US, _c2008.
300			_bonline resource.
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_arecurso en línea _bcr _2rdacarrier
347			_atext file _bPDF _2rda
490	1		_aEducational Linguistics, _x1572-0292 ; _v9
505	0		_aDynamic Assessment - Theory, Models, and Challenges -- Introducing Dynamic Assessment -- The Origins of Dynamic Assessment: Sociocultural Theory and the Zone of Proximal Development -- Prevailing Models of Dynamic Assessment -- Issues In Dynamic Assessment -- Dynamic Assessment and Second Language Development -- Toward A Model Of L2 Dynamic Assessment -- Understanding L2 Development Through Dynamic Assessment -- Promoting L2 Development Through Dynamic Assessment -- Profiling L2 Development Through Dynamic Assessment -- Constructing a Future for L2 Dynamic Assessment.
520			_aDynamic Assessment (DA) reconceptualizes classroom interactions by arguing that teaching and assessment should not be distinct undertakings but must be integrated as a single activity that seeks to understand learner abilities by actively supporting their ongoing development. DA is based in the Vygotskian notion of the Zone of Proximal Development (ZPD) which captures the uniquely human potential to exceed our present capabilities by working in cooperation with others whose dialogic interaction mediates us to higher levels of functioning. DA offers a framework for co-constructing a ZPD with learners in order to simultaneously reveal the full range of their abilities and promote development. This book presents the first in-depth analysis of DA's application to particular problems of L2 development. It includes detailed discussions of the core theoretical tenets as well as guidelines for implementing DA principles in L2 classrooms. The book will be of interest to language teacher educators, language testers, classroom practitioners, and students and researchers in the areas of SLA, language pedagogy, and assessment.
650		0	_aLINGUISTICS.
650		0	_aAPPLIED LINGUISTICS.
650		0	_aLANGUAGE AND LANGUAGES.
650		0	_aEDUCATION _xPSYCHOLOGY.
650	1	4	_aLINGUISTICS.
650	2	4	_aLINGUISTICS (GENERAL).
650	2	4	_aAPPLIED LINGUISTICS.
650	2	4	_aLANGUAGE EDUCATION.
650	2	4	_aLEARNING & INSTRUCTION.
650	2	4	_aPEDAGOGIC PSYCHOLOGY.
710	2		_aSpringerLink (Online service)
773	0		_tSpringer eBooks
776	0	8	_iPrinted edition: _z9780387757742
830		0	_aEducational Linguistics, _x1572-0292 ; _v9
856	4	0	_uhttp://dx.doi.org/10.1007/978-0-387-75775-9 _zVer el texto completo en las instalaciones del CICY
912			_aZDB-2-SHU
942			_2ddc _cER
999			_c58721 _d58721