Toward A Model Of L2 Dynamic Assessment

This chapter reviews the L2 DA studies that have been conducted to date. The majority of these concern classroom assessment contexts. Three features critical to DA interactions and based on Feuerstein’s MLE attributes are presented. These concern the quality of mediator–learner dialoguing, the coherence of DA sessions, and the object of L2 DA programs. The discussion then turns to a DA program for advanced learners of L2 French based on these principles. The protocols of L2 DA interactions considered in other parts of the book are taken from learners in this program, and so the present discussion also serves to contextualize those examples.