GROUP DYNAMIC ASSESSMENT: MEDIATION FOR THE L2 CLASSROOM

By M. E. Poehner. 2009

246 citations recorded by the source corpus.

Subfields: Clinical Psychology, Developmental and Educational Psychology, Human Factors and Ergonomics

View Paper: https://www.semanticscholar.org/paper/bb5d1d6583677ba065af0584bb8134d7e2425b8e

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Clinical Psychology

1. K. Davin
2. Richard Donato
3. James Lantolf
4. M. E. Poehner

In Developmental and Educational Psychology

1. K. Davin
2. Richard Donato
3. James Lantolf
4. M. E. Poehner
5. Marta Antón
6. Nick C. Ellis
7. K. Rajagopalan
8. Paul Black

In Human Factors and Ergonomics

1. K. Davin
2. James Lantolf
3. Richard Donato
4. M. E. Poehner
5. Marta Antón
6. Paul Black
7. Dylan Wiliam *

Citations in the corpus

• Integration of dynamic assessment and instructional conversations to promote development and improve assessment in the language classroom (2013, methodology): “Within the field of L2 acquisition, two frameworks that have been applied to guide interaction in the ZPD between a teacher and students within the classroom context are dynamic assessment (Lantolf & Poehner, 2011a; Poehner, 2009) and the instructional conversation (van Compernolle & Williams, 2012)”
• Student Collaboration and Teacher-Directed Classroom Dynamic Assessment: A Complementary Pairing (2013, methodology): “This, in turn, limits the cognitive engagement of a majority of students in benefitting from the teacher’s mediation (Davin, 2011; Poehner, 2009).”
• Dynamic assessment in the classroom: Vygotskian praxis for second language development (2011, background): “2 Poehner (2009) argues that there is evidence from data such as presented in line 13 that even though Tracy interacts with individual learners during the activity, she is at the same time operating within the ZPD of the class as a whole.”