34 research outputs found
Dynamic Assessment of Narrative Competence
In Developmental Education, language plays an essential role as a tool for communication (and thinking). Learning to produce coherent messages (ânarrativesâ) with both cultural and personal value in the context of meaningful socio-cultural practices is considered as an important goal of Developmental Education. Narratives are essential for human action as they function as a tool for giving meaning to reality. Therefore, close observation and assessment of childrenâs narratives is essential in the context of Developmental Education. Over the past years we have developed a Dynamic Assessment (DA) instrument for assessing childrenâs narrative competence. This instrument combines two common approaches to DA, namely standardised interventionist DA and interactionist DA. With the help of this instrument, teachers are able to gain insight into childrenâs actual narrative competence as well as their developmental potential and their receptivity to certain forms of assistance to reach this potential. Our experience up to now shows that it is possible to assess childrenâs narrative competence in a valid and reliable manner
Autonomy and Its Role in English Language Learning: Practice and Research
This chapter picks up discussion in the previous edition of this handbook of how the concept of autonomy has influenced language education and applied linguistics in recent years. It begins by discussing the philosophical and practical origins of learner autonomy in language education and particularly in English language teaching and how these have developed over the last 10 years. Key practical initiatives and research findings are reviewed to illuminate how autonomy has been interpreted in relation to learners, teachers, and the learning situation; how it has been linked or contrasted with other constructs; and how fostering autonomy has been seen as a part of pedagogy. Recent developments from the earlier edition are discussed regarding metacognition and, in particular, various contextual dimensions of learner autonomy. Other emerging topics are also reviewed, including learner autonomy in the world of digital/social media, learner autonomy in curriculum design and published materials, and the relation of learner autonomy to plurilingual perspectives. The chapter discusses issues in each of these areas, potential strategies for developing autonomy and effective learning, and possible future directions for research and practice
Learning as changing participation: Identity investment in the discursive practice of a peer feedback activity
Toward a sociocultural approach to feedback provision in L2 writing classrooms: the alignment of dynamic assessment and teacher error feedback
PeerâPeer Interaction between L2 Learners of Different Proficiency Levels: Their Interactions and Reflections
Response latency as a tool to study L2 Learnersâ ZPD, ZAD and ongoing information processing
'To Blog, Not to Blockâ: Examining EFL Learnersâ Language Development and Intercultural Competence in the Blogosphere Through the Sociocultural Lens
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