This chapter examines the impact on development of mediator-learner interactions in the Zone of Proximal Development. Specifically, learner development is tracked across sessions by analyzing their contributions to DA at different points in time, while also bearing in mind that learners may develop during a single interaction. Applying these two time scales to the French L2 DA program, mediator-learner interactions during the initial DA session are compared with those of the DA and transcendence (TR) sessions at the end of the program in order to identify development that occurred through participation in DA.
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© 2008 Springer Science + Business Media, B.V
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(2008). Promoting L2 Development Through Dynamic Assessment. In: Dynamic Assessment. Educational Linguistics, vol 9. Springer, Boston, MA. https://doi.org/10.1007/978-0-387-75775-9_7
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DOI: https://doi.org/10.1007/978-0-387-75775-9_7
Publisher Name: Springer, Boston, MA
Print ISBN: 978-0-387-75774-2
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