Language Teaching Research
This article examines how four second language (L2) teachers’ discursive practices changed as they attempted to implement dynamic assessment (DA) in their classrooms. Classroom artifacts, lesson recordings, and reflections from two pre-service teachers and two in-service teachers,both before and after a professional development series on DA, were included in the analysis. Findings revealed that all teachers’ approaches to mediation changed. In Pre-DA lessons, teachers defaulted to recasts when attempting to provide mediation. Following the DA professional development series, all teachers expanded the discursive space by providing more prompts and fewer recasts. However, findings illustrated that the four teachers appropriated DA to varying degrees, suggesting that some may have required additional mediation to appropriate all of the distinguishing features of DA. We discuss implications of these findings for teacher preparation.
Davin, Kristin; Herazo, Jose David; and Sagre, Anamaria. Learning to Mediate: Teacher Appropriation of Dynamic Assessment. Language Teaching Research, , : 1-20, 2016. Retrieved from Loyola eCommons, Education: School of Education Faculty Publications and Other Works, http://dx.doi.org/10.1177/1362168816654309
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© Kristin J. Davin, José D. Herazo, and Anamaría Sagre, 2016
Author Posting. © Kristin J. Davin, José D. Herazo, and Anamaría Sagre, 2016. This is the authors' version of the work. It is posted here by permission of Sage Publications for personal use, not for redistribution. The definitive version was published in Language Teaching Research, (2016) http://dx.doi.org/10.1177/1362168816654309