Sociocultural Theory and the Teaching of Second Languages - James P. Lantolf

Sociocultural Theory and the Teaching of Second Languages - James P. Lantolf

1 Both Sides of the Conversation: The Interplay between Mediation and Learner Reciprocity in Dynamic Assessment

Sociocultural Theory and the Teaching of Second Languages - James P. Lantolf

Matthew E. Poehner [+-]
The Pennsylvania State University
Matthew E. Poehner is Assistant Professor in the Department of Curriculum and Instruction and Professor-in-Charge of World Language Education at The Pennsylvania State University. His research interests include Sociocultural Theory, Dynamic Assessment and Concept-Based Language Instruction. He has published articles in Journal of Applied Linguistics, The Modern Language Journal, Critical Inquiry in Language Studies , and Language Teaching Research. He is author of Dynamic Assessment: A Vygotskian Approach to Understanding and Promoting Second Language Development (2008).

Description

Poehner’s chapter, ‘Both Sides of the Conversation: The Interplay between Mediation and Learner Reciprocity in Dynamic Assessment,’ acknowledges the considerable attention in ZPD and DA research that has been devoted to elaborating the kinds of mediation that may successfully promote development but argues that this must be balanced by simultaneously focusing on learners’ contributions. He identifies the construct of learner reciprocity , first proposed by Lidz (1991), as a way of interpreting learner behaviors during DA. His chapter develops reciprocity beyond its original conceptualization as an indicator of learners’ receptiveness to mediation and he offers examples of L2 French learners who actively negotiate and even refuse mediation as they struggle to gain greater autonomy. Poehner concludes that just as the quality of mediation learners require reveals much about their abilities, analysis of their reciprocating behaviors completes the picture of their development. The implication for the classroom is that learner development from one interaction to the next may not result in improved performance or even in changes to the mediation learners require but might be apparent as they implicitly and explicitly seek, respond to, negotiate and refuse mediator support.

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Citation

Poehner, Matthew E. . 1 Both Sides of the Conversation: The Interplay between Mediation and Learner Reciprocity in Dynamic Assessment. Sociocultural Theory and the Teaching of Second Languages. Equinox eBooks Publishing, United Kingdom. p. 33-56 Jul 2008. ISBN 9781845532505. https://www.equinoxpub.com/home/view-chapter/?id=29292. Date accessed: 21 Feb 2024 doi: 10.1558/equinox.29292. Jul 2008

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