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008 150903s2008 xxu| o |||| 0|eng d
020 _a9780387757759
_99780387757759
024 7 _a10.1007/9780387757759
_2doi
035 _avtls000332629
039 9 _a201509030756
_bVLOAD
_c201404122214
_dVLOAD
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_dVLOAD
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040 _aMX-SnUAN
_bspa
_cMX-SnUAN
_erda
050 4 _aP1-1091
100 1 _aPoehner, Matthew E.
_eautor
_9303344
245 1 0 _aDynamic Assessment :
_bA Vygotskian Approach to Understanding and Promoting L2 Development /
_cby Matthew E. Poehner.
264 1 _aBoston, MA :
_bSpringer US,
_c2008.
300 _brecurso en línea.
336 _atexto
_btxt
_2rdacontent
337 _acomputadora
_bc
_2rdamedia
338 _arecurso en línea
_bcr
_2rdacarrier
347 _aarchivo de texto
_bPDF
_2rda
490 0 _aEducational Linguistics,
_x1572-0292 ;
_v9
500 _aSpringer eBooks
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.
590 _aPara consulta fuera de la UANL se requiere clave de acceso remoto.
710 2 _aSpringerLink (Servicio en línea)
_9299170
776 0 8 _iEdición impresa:
_z9780387757742
856 4 0 _uhttp://remoto.dgb.uanl.mx/login?url=http://dx.doi.org/10.1007/978-0-387-75775-9
_zConectar a Springer E-Books (Para consulta externa se requiere previa autentificación en Biblioteca Digital UANL)
942 _c14
999 _c279165
_d279165