Dynamic Assessment An integrated framework for

language teaching and assessing

Matthew E. PoehnerMatthew E. PoehnerThe Pennsylvania State UniversityThe Pennsylvania State University

mep158@psu.edumep158@psu.edu

PreludePreludeFragment of assessment interaction Fragment of assessment interaction

Assessment instrument: reading passage followed by multiple-Assessment instrument: reading passage followed by multiple-choice questions (modeled after other standardized L2 choice questions (modeled after other standardized L2 comprehension tests)comprehension tests)

‘‘Jane’ (J) & mediator (M); L1 speaker of English just begun third Jane’ (J) & mediator (M); L1 speaker of English just begun third semester of French studies at university; average intermediate-semester of French studies at university; average intermediate-level learner, fairly good grasp of French, though demonstrated level learner, fairly good grasp of French, though demonstrated difficulties in number of areas (e.g., syntax and lexicon); difficulties in number of areas (e.g., syntax and lexicon); consistently needed at least some assistance from mediator consistently needed at least some assistance from mediator •Attention to shifting focus of interaction and to opportunities Attention to shifting focus of interaction and to opportunities for – and accomplishment of – diagnosis and promotion of for – and accomplishment of – diagnosis and promotion of learner L2 abilitieslearner L2 abilities

Test ItemTest Item17. Voyagez léger Voyagez léger, les mains dans les poches, sans valises qui encombrent. La SNCF a créé le nouveau Services Bagages. Sur un simple coup de téléphone, nous prenons en charge vos valises où vous le souhaitez et nous vous les apportons là où vous le désirez. Il vous suffit d’appeler le 08 03 84 58 45 au moins un jour avant de livrer vos bagages. Vous pouvez choisir un service domicile à domicile, gare à gare ou gare à domicile. Profitez-en!

What is offered in this advertisement?(a) Luggage transfer (a) Luggage transfer ←← right answer right answer(b) Reduced prices on travel reservations(c) A taxi service(d) Light suitcases and other travel bags(e) A free transportation service

Translation of the text:17. Travel lightTravel light, your hands in your pockets, without bothersome luggage. The SNCF [national train company] has created the new Services Bagages [luggage service]. With a simple telephone call, we'll pick up your luggage wherever you wish and we'll bring them to you wherever you desire. All you have to do is call 08 03 84 58 45 at least one day in advance. You can choose from our home-to-home, station-to-station, or station-to-home services. Take advantage of it!

1 JANE: ((Jane reads text silently, then begins response)) mm + I think ++ D?

2 MEDIATOR: D? why do you say D.

3 JANE: um it says + léger right here, and I think that means lighter?

4 MEDIATOR: mhm,

5 JANE: um +++ um + unless it's A. luggage transfer. + because + I don- +++ er isn't gare um a gate? ++

6 MEDIATOR: la gare?

7 JANE: mhm.

8 MEDIATOR: um + no. gare is th- the train station.

9 JANE: so then. + maybe uh ++ a taxi service?=

10 MEDIATOR: =a taxi service? + mm no. +++ why don- look- look more closely at the title, + and th- um the first two sentences. and see if you can um figure something out. + from that.

Excerpt 1Excerpt 1

11 JANE: ((10 seconds of silence as Jane rereads part of text)) um. + luggage transfer?

12 MEDIATOR: why do you say that.13 JANE: I'm not- I don- I just keep thinking that means travel lighter. ((pointing to

text)) + um your hands, + something about your hands. + and then they say they create a new services bagages. ((with English pronunciation))

Excerpt 1 (cont.)Excerpt 1 (cont.)

Getting the Right AnswerGetting the Right AnswerLearner (Jane): Learner (Jane): Process of deduction; ‘grasping’ at terms Process of deduction; ‘grasping’ at terms and chunks of textand chunks of text

Role of Mediator: Role of Mediator: Reducing degrees of freedom; Reducing degrees of freedom; narrowing scope of reading tasknarrowing scope of reading task

Diagnosis (at this point): note process learner engaged in Diagnosis (at this point): note process learner engaged in to reach response; degree of mediator involvement in that to reach response; degree of mediator involvement in that processprocess

NB: Start – not culmination – of Dynamic Assessment!NB: Start – not culmination – of Dynamic Assessment!

Diagnosis continues as additional insights gained while Diagnosis continues as additional insights gained while mediator & learner discuss text more generally (may or mediator & learner discuss text more generally (may or may not pertain to determining correct answer to test may not pertain to determining correct answer to test question)question)

- Opens w/ mediator invitation to raise other difficult - Opens w/ mediator invitation to raise other difficult features of text; learner pointing to number provided in features of text; learner pointing to number provided in reading reading

Excerpt 2Excerpt 223 JANE: well the number, ((pointing to telephone number in text)) you could think

it's a service. + thing.

24 MEDIATOR: okay,

25 JANE: or um +++ I don't know about free. because it says something about how + we'll charge, + nous prenons en charge?

26 MEDIATOR: ah. what does + nous prenons + en charge + do you know what that means, + to- the verb. prendre, you know, to take, prendre en charge,

27 JANE: oh. like we'll take charge of your stuff?

2829

MEDIATOR:JANE:

yeah. like take care of it oroh okay. +++ um ((rereads part of text subvocally)) and then there it says wherever you desire, so I guess if you didn't pick anything up, you would think + taxi service. and it has a number.

Excerpt 2 (cont.)Excerpt 2 (cont.)30 MEDIATOR: ah. ++ so- w- but with this one. let's look closely + at the + uh vous le

désirez,

31 JANE: mhm32 MEDIATOR: yeah- vous le désirez, + and what else do we have. and look at this section

nous vous les apportons, + là où vous le désirez.

33 JANE: +++ mm34 MEDIATOR: think about the relationships between people and + things maybe in this

sentence.

35 JANE: well + I don't know + apportons + what that really means. but like it's like + we'll take you, where you, + would like, + to go?

36 MEDIATOR: we'll take you? or37 JANE: your stuff, + maybe,

Excerpt 2 (cont.)Excerpt 2 (cont.)38 MEDIATOR

:yeah. so if we look + so like + nous is the + what.

39 JANE: nous? we'll- we'll take your, yours, us, you?40 MEDIATOR

:okay. so we have the nous and the vous. and we have a les. we have three pronouns. right,

41 JANE: mhm.42 MEDIATOR

:so what's the relationship. who's doing the verb.

43 JANE: nous.44 MEDIATOR

:okay, + what are they doing. what is nous doing.

45 JANE: ++ apporton-ing? ((makes English gerund form from French apportons 'bring'-1p-pl))

46 MEDIATOR:

yes. it's to bring, apporter is to bring,

47 JANE: mhm, + and then I guess les is like + what do you call it. + the indirect direct thing? we just learned that.=

48 MEDIATOR:

=yeah. oh yeah. it's the direct object, what i- what do you think it refers to.

49 JANE: well the bags. now that + ((points to text))50 MEDIATOR

:right. so we'll bring them to you. right,

51 JANE: mhm52 MEDIATOR

:where you want them.

53 JANE: okay.

Mediating Learner Understanding of Mediating Learner Understanding of Important Features of TextImportant Features of Text

NB: NB: Learner already arrived at ‘good enough’ Learner already arrived at ‘good enough’ understanding of text; additional learning opportunity understanding of text; additional learning opportunity co-created that goes beyond immediate task. Includes co-created that goes beyond immediate task. Includes attention toattention to– Discrete points, lexicogrammar + text/discourse Discrete points, lexicogrammar + text/discourse

coherencecoherence Pronoun structures essential for comprehensionPronoun structures essential for comprehension

– nous vous les nous vous les apportonsapportons là où là où vous le vous le désirezdésirez « « wewe’ll [SNCF/luggage service] bring ’ll [SNCF/luggage service] bring themthem

[suitcases] to [suitcases] to youyou [customer] wherever [customer] wherever youyou want » want »

*Impact subsequent performance?*Impact subsequent performance?

OutlineOutlineI. Introduction – Dynamic Assessment (DA), I. Introduction – Dynamic Assessment (DA), including theoretical principles from Vygotsky including theoretical principles from Vygotsky (SCT)(SCT)

A. Mediation & social genesis of mindA. Mediation & social genesis of mind

B. Zone of Proximal Development (ZPD)B. Zone of Proximal Development (ZPD)

II. Mediation and Corrective Feedback in SLAII. Mediation and Corrective Feedback in SLA

- Systematicity and diagnosis- Systematicity and diagnosis

III. Recent Project: Mediation in Computerized DA III. Recent Project: Mediation in Computerized DA FormatFormat

What is Dynamic Assessment What is Dynamic Assessment (DA)?(DA)?

DA emerges from L. S. Vygotsky’s (1987) theoretical DA emerges from L. S. Vygotsky’s (1987) theoretical framework, esp. position that framework, esp. position that full diagnosis of abilities full diagnosis of abilities requires interactionrequires interaction w/ examinee: w/ examinee:1.1. Interest in psychological processes underlying performance, Interest in psychological processes underlying performance,

regardless of correct performanceregardless of correct performance

2.2. Determining sources of difficulty/misunderstandingDetermining sources of difficulty/misunderstanding

3.3. Identification of abilities still emerging but not fully Identification of abilities still emerging but not fully developed, indicated by responsiveness during interactiondeveloped, indicated by responsiveness during interaction

At level of practice -> model of observing examinee At level of practice -> model of observing examinee performance is replaced; examiner & examinees performance is replaced; examiner & examinees jointly jointly carry out activitiescarry out activities, with examiner intervening as , with examiner intervening as necessary to prompt examinees to stretch beyond necessary to prompt examinees to stretch beyond current capabilities current capabilities

Approach to interaction is instructional in nature; Approach to interaction is instructional in nature; teaching & assessment as teaching & assessment as dialecticdialectic, parts of , parts of unified unified processprocess

Theoretical Basis For Shift Theoretical Basis For Shift Away From More Familiar Away From More Familiar

Assessment ModelAssessment Model

Why would one think that this would Why would one think that this would be a good idea?be a good idea?

VygotskyVygotsky’’s Theory of Mediated s Theory of Mediated MindMind

What is first social becomes psychologicalWhat is first social becomes psychologicalConcepts, Artifacts,

Activities

Person World

Development: Toward Self-Development: Toward Self-RegulationRegulation

Education, from a Education, from a SocioSocioculturalcultural Theoretical Theoretical perspectiveperspective: : working with abilities already present in individuals working with abilities already present in individuals OROR developing developing abilities through abilities through artificialartificial means means – the cultural – the cultural transformation of what is given naturally (Vygotsky 1997)transformation of what is given naturally (Vygotsky 1997)

Development is understood as shifting toward Development is understood as shifting toward self-self-regulated regulated functioning (i.e., gaining intentional control over functioning (i.e., gaining intentional control over mental processes) through mental processes) through internalization internalization (“in-growing”) or (“in-growing”) or appropriation of cultural forms of mediationappropriation of cultural forms of mediation

What is first ‘social’ becomes ‘psychological’ (Vygotsky, What is first ‘social’ becomes ‘psychological’ (Vygotsky, 1978) as 1978) as meaningsmeanings carried by semiotic tools (e.g., general carried by semiotic tools (e.g., general ones such as ones such as languagelanguage & & counting systems counting systems but also but also ones from specific activities/disciplines such as academic ones from specific activities/disciplines such as academic conceptual knowledgeconceptual knowledge) become internalized or ) become internalized or appropriated (Cole, 1996) by individuals & function to appropriated (Cole, 1996) by individuals & function to regulate psychological activity in manner similar to physical regulate psychological activity in manner similar to physical tools regulating physical activitytools regulating physical activity

Tracing Development: ZPD, Tracing Development: ZPD, ZADZAD

Vygotsky (1978) on tracing development of abilities: Vygotsky (1978) on tracing development of abilities: what was previously only possible for individual what was previously only possible for individual through through external forms of mediationexternal forms of mediation (incl. semiotic (incl. semiotic tools & dialogic interaction) now becomes part of what tools & dialogic interaction) now becomes part of what individual is capable of during individual is capable of during independent independent performanceperformance

What is at one point feature of proximal or potential What is at one point feature of proximal or potential development (i.e., emerging abilities; reliance on development (i.e., emerging abilities; reliance on external mediation to regulate thinking/functioning) external mediation to regulate thinking/functioning) becomes part of actual development (fully formed becomes part of actual development (fully formed abilities; reliance on what is internalized to self-abilities; reliance on what is internalized to self-regulate)regulate)

Theoretical distinction b/t Theoretical distinction b/t Zone of Actual Zone of Actual DevelopmentDevelopment and and Zone of Proximal DevelopmentZone of Proximal Development

ImplicationsImplications TeachingTeaching involves provision of semiotic tools & their involves provision of semiotic tools & their

use in purposeful activity + dialogic interaction in order use in purposeful activity + dialogic interaction in order to promote internalization & move toward more self-to promote internalization & move toward more self-regulated functioningregulated functioning

Teaching = ZPD -> ZADTeaching = ZPD -> ZAD AssessmentAssessment must be concerned w/ determining ZPD & must be concerned w/ determining ZPD &

ZADZAD Observation of independent performance = inferences Observation of independent performance = inferences

about ZAD, internalized/fully formed abilitiesabout ZAD, internalized/fully formed abilities

NB: Does NB: Does notnot tell us about ZPD tell us about ZPD Can’t we just infer ZPD according to ZAD?Can’t we just infer ZPD according to ZAD?

Not so simple; development is non-linear, not smooth Not so simple; development is non-linear, not smooth stage progression (a la Piaget)stage progression (a la Piaget)

Vygotsky (1998): two individuals w/ similar ZADs, very Vygotsky (1998): two individuals w/ similar ZADs, very different ZPDs; also borne out in DA research different ZPDs; also borne out in DA research

Mediation, Feedback, & Correction in Mediation, Feedback, & Correction in SLASLA

Ellis (2008) on implicit & explicit corrective feedback: Ellis (2008) on implicit & explicit corrective feedback: ambiguity in implicit feedback (e.g., recasts), does it ambiguity in implicit feedback (e.g., recasts), does it advance acquisition? Do learners understand? Can advance acquisition? Do learners understand? Can they compare production w/ teacher response they compare production w/ teacher response (Carroll & Swain 1993)(Carroll & Swain 1993)

Ellis et al. (2009): Explicit feedback may be Ellis et al. (2009): Explicit feedback may be advantageous; difficult to compare studies of implicit advantageous; difficult to compare studies of implicit & explicit in SLA (task type; what constitutes implicit & explicit in SLA (task type; what constitutes implicit vs. explicit; communicative vs. mechanical vs. explicit; communicative vs. mechanical orientation)orientation)

Erlam, Ellis, & Batstone (2013): explicit feedback Erlam, Ellis, & Batstone (2013): explicit feedback (correction, [metalinguistic] explanation) to ensure (correction, [metalinguistic] explanation) to ensure learner awareness of site & nature of errorlearner awareness of site & nature of error

Perspective of DA:Perspective of DA:- Promoting development…diagnosis of development?Promoting development…diagnosis of development?- Learner agency -> struggle for development? Learner agency -> struggle for development?

Mediation in DAMediation in DA**Aims to Aims to externalizeexternalize psychological processes; identify psychological processes; identify

difficulties & provide support difficulties & provide support alignedaligned w/ learner w/ learner emergentemergent needs & understandings needs & understandings

**Approach to mediation is motivated by Approach to mediation is motivated by coherent theory coherent theory of developmentof development, therefore , therefore principledprincipled & & systematicsystematic

Ideally (w/in contextual constraints) mediation should be:Ideally (w/in contextual constraints) mediation should be:(1.) As (1.) As explicitexplicit as necessary to support learner as necessary to support learner

engagement & performance; engagement & performance; (2.) As (2.) As implicitimplicit as possible to allow learner to retain as possible to allow learner to retain

maximum responsibility/controlmaximum responsibility/control(3.) (3.) ResponsiveResponsive to learner moves & learner needs (e.g., to learner moves & learner needs (e.g.,

learner attempts, learner resistance, learner requests)learner attempts, learner resistance, learner requests)(4.) (4.) Development-focused Development-focused rather than strictly task-rather than strictly task-

focused (openness to moving in unanticipated focused (openness to moving in unanticipated directions, beyond immediate task)directions, beyond immediate task)

DA in PracticeDA in Practice

Populations:Populations: learners w/ learners w/ special needsspecial needs; ethnic ; ethnic & minority learners (underperformance?); & minority learners (underperformance?); second language learners, immigrants, gifted second language learners, immigrants, gifted learners, elderly pop.learners, elderly pop.

Administration/Interpretation Administration/Interpretation of known of known assess. instruments (e.g., Raven’s Matrices, assess. instruments (e.g., Raven’s Matrices, Weschler, IQ tests, CANAL-F) as well as Weschler, IQ tests, CANAL-F) as well as instruments designed by DA proponentsinstruments designed by DA proponents

FormatFormat (Sternberg & Grigorenko, 2002): (Sternberg & Grigorenko, 2002):– ‘‘CakeCake’ –> layers of item, mediation, item, mediation, etc.’ –> layers of item, mediation, item, mediation, etc.– **‘**‘SandwichSandwich’ –> pre-test; mediation phase; post-test’ –> pre-test; mediation phase; post-test

Approaches to Mediating Learner Approaches to Mediating Learner Development in DADevelopment in DA

(Lantolf & Poehner, 2004)(Lantolf & Poehner, 2004)

Two traditions emerged in general DA researchTwo traditions emerged in general DA research

1. 1. Interactionist DA Interactionist DA -> -> dialogic & flexible (Reuven Feuerstein); dialogic & flexible (Reuven Feuerstein); prevalent in L2 DA work, esp. in classroom settings prevalent in L2 DA work, esp. in classroom settings (standardization less important; primary goal of supporting learner (standardization less important; primary goal of supporting learner development, not ranking, comparing, or selecting students)development, not ranking, comparing, or selecting students)

- Mediation is negotiated through interaction- Mediation is negotiated through interaction

2. 2. Interventionist DA Interventionist DA -> -> scripted prompts, hints, leading scripted prompts, hints, leading questions; arranged from implicit to explicit; administered 1 at a questions; arranged from implicit to explicit; administered 1 at a time (Brown & Campione; Guthke; Budoff); yields scores (often time (Brown & Campione; Guthke; Budoff); yields scores (often weighted), readily comparable across individualsweighted), readily comparable across individuals

- Mediation is standardized- Mediation is standardized  

  

L2 DAL2 DA Haywood & Lidz (2007), Lidz & Elliott (2000): In broader Haywood & Lidz (2007), Lidz & Elliott (2000): In broader

psycho-educational measurement (esp. interest in general psycho-educational measurement (esp. interest in general cognitive abilities, IQ), both interventionist & interactionist DA cognitive abilities, IQ), both interventionist & interactionist DA employedemployed– interactionist DA most often in clinical settings; interventionist DA interactionist DA most often in clinical settings; interventionist DA

for formal testingfor formal testing To date, L2 DA has primarily focused To date, L2 DA has primarily focused on classroom & tutored on classroom & tutored

settingssettings and has favored and has favored interactionist format interactionist format Social interaction allows for greater sensitivity to learner Social interaction allows for greater sensitivity to learner

needs as these emerge (closer to Vygotsky’s needs as these emerge (closer to Vygotsky’s conceptualization of ZPD)conceptualization of ZPD)

- Understanding assessment as part of framework for classroom Understanding assessment as part of framework for classroom teaching & learning (connections with teaching & learning (connections with Formative Assessment Formative Assessment & & Assessment for LearningAssessment for Learning))

- Examples L2 DA: Ableeva (2010), Anton (2009), Lantolf & Examples L2 DA: Ableeva (2010), Anton (2009), Lantolf & Poehner (2004, 2011), Leung (2007), Poehner (2007, 2008, Poehner (2004, 2011), Leung (2007), Poehner (2007, 2008, 2009, 2011), Poehner & Rea-Dickins (2013), Siekmann & 2009, 2011), Poehner & Rea-Dickins (2013), Siekmann & Charles (2011) Charles (2011)

L2 Research: Hierarchy of Mediation - L2 Research: Hierarchy of Mediation - Interactionist Tradition (Aljaafreh & Lantolf, Interactionist Tradition (Aljaafreh & Lantolf, 1994)1994)

1. Construction of a 1. Construction of a ““collaborative framecollaborative frame”” prompted by the presence of the prompted by the presence of the tutor as a potential dialogic partner. tutor as a potential dialogic partner.

2. Prompted or focused reading of the sentence that contains the error by 2. Prompted or focused reading of the sentence that contains the error by the learner or the tutor. the learner or the tutor.

3. Tutor indicates that something may be wrong in a segment (e.g., 3. Tutor indicates that something may be wrong in a segment (e.g., sentence, clause, line)— sentence, clause, line)— ““Is there anything wrong in this sentence?Is there anything wrong in this sentence?””

5. Tutor narrows down the location of the error (e.g., tutor repeats or 5. Tutor narrows down the location of the error (e.g., tutor repeats or points to the specific segment which contains the error). points to the specific segment which contains the error).

6. Tutor indicates the nature of the error, but does not identify the error 6. Tutor indicates the nature of the error, but does not identify the error (e.g., (e.g., ““There is something wrong with the tense marking hereThere is something wrong with the tense marking here””). ).

7. Tutor identifies the error (7. Tutor identifies the error (““You canYou can’’t use an auxiliary heret use an auxiliary here””). ).

9. Tutor provides clues to help the learner arrive at the correct form (e.g., 9. Tutor provides clues to help the learner arrive at the correct form (e.g., ““It is not really past but some thing that is still going onIt is not really past but some thing that is still going on””). ).

10. Tutor provides the correct form. 10. Tutor provides the correct form.

12. Tutor provides examples of the correct pattern when other forms of 12. Tutor provides examples of the correct pattern when other forms of help fail to produce an appropriate responsive action. help fail to produce an appropriate responsive action.   

  

L2 Research: Inventory of Mediating PromptsL2 Research: Inventory of Mediating Prompts - Interventionist Tradition (Poehner, 2009) - Interventionist Tradition (Poehner, 2009)

1.1. PausePause

2.2. Repeat the whole phrase questioninglyRepeat the whole phrase questioningly

3.3. Repeat just the part of the sentence with the Repeat just the part of the sentence with the errorerror

4.4. Teacher asks, Teacher asks, ““What is wrong with that What is wrong with that sentence?sentence?””

5.5. Teacher points out the incorrect wordTeacher points out the incorrect word

6.6. Teacher asks either/or question (negros o Teacher asks either/or question (negros o negras?)negras?)

7.7. Teacher identifies the correct answerTeacher identifies the correct answer

8.8. Teacher explains whyTeacher explains why

Examination of L2 DA in Formal Examination of L2 DA in Formal ContextContext

Recent Project: Recent Project: To develop tests of L2 reading & listening To develop tests of L2 reading & listening comprehension (Chinese, French, Russian), administered comprehension (Chinese, French, Russian), administered online but according to principles of DA online but according to principles of DA (C-DA)(C-DA)-Assessing large numbers of learners simultaneouslyAssessing large numbers of learners simultaneously-Potential uses -> placement in language program; tracing Potential uses -> placement in language program; tracing development over timedevelopment over time-Ongoing; aim to expand to more levels and more languagesOngoing; aim to expand to more levels and more languages

*Derived (generally) from classroom-based L2 DA and *Derived (generally) from classroom-based L2 DA and (specifically) from one-to-one interactionist DA piloting of (specifically) from one-to-one interactionist DA piloting of tests (Jane-mediator discussion).tests (Jane-mediator discussion).

- Moving from open-ended, dialogic mediation - Moving from open-ended, dialogic mediation (interactionist) to mediation made available via computer (interactionist) to mediation made available via computer program (interventionist)?program (interventionist)?

C-DA (cont.)C-DA (cont.)

C-DA -> Informative: C-DA -> Informative:

(1.) Generates scores -> (1.) Generates scores -> actual score actual score (unmediated; (unmediated; correct or incorrect, full credit or none at all; either correct or incorrect, full credit or none at all; either 4pts or 0pts) 4pts or 0pts) & mediated score & mediated score (credit varies (credit varies according to how much mediation used for item; according to how much mediation used for item; range of 4pts to 0pts)range of 4pts to 0pts)

(2.) Profile -> displays(2.) Profile -> displays

(a) how much mediation for each test item(a) how much mediation for each test item

(b) organizes item by construct to pinpoint areas of diff.(b) organizes item by construct to pinpoint areas of diff.

(c) marks when learner views explanation of item(c) marks when learner views explanation of item

(d) includes performance on transfer items (more (d) includes performance on transfer items (more complex); correct or incorrect, how much mediationcomplex); correct or incorrect, how much mediation

(3.) Profiles available for both individual learners & (3.) Profiles available for both individual learners & group/classgroup/class

In Lieu of Conclusion: In Lieu of Conclusion: Ongoing challenges moving from Ongoing challenges moving from

one-to-one to computerized formatone-to-one to computerized format

Mediator-learner interactions in DA:Mediator-learner interactions in DA:

1) learner responses processes rendered explicit in 1) learner responses processes rendered explicit in interaction and therefore interaction and therefore amenable to close scrutinyamenable to close scrutiny; ;

2) mediator and learner are able to go 2) mediator and learner are able to go beyond beyond exclusively addressing only particular constructexclusively addressing only particular construct theorized to be relevant to task and may pursue any theorized to be relevant to task and may pursue any impediment that arisesimpediment that arises

(Ongoing) Challenge(Ongoing) Challenge: Making this amenable to : Making this amenable to computerized administration computerized administration

- Restrictions on mediation (non-dialogic); Advantage - Restrictions on mediation (non-dialogic); Advantage in terms of scalein terms of scale

Thank You!Thank You!

Please feel free to contact me: Please feel free to contact me: mep158@psu.edumep158@psu.edu

C-DA Exams accessible at: C-DA Exams accessible at: http://calper.la.psu.edu/http://calper.la.psu.edu/

daexams_request.phpdaexams_request.php

Website for CALPER: Website for CALPER: calper.la.psu.educalper.la.psu.edu

Website for Center for Language Acquisition at Website for Center for Language Acquisition at Penn State: Penn State: language.la.psu.edulanguage.la.psu.edu