This was a Sociocultural study of second language learning involving Vygotsky\u27s Zone of Proximal Development (Vygotsky, 1978; & Newman and Holzman, 1993), phonemic awareness (Adams, 1990, Lieberman & Shankweiler, 1985), and dynamic assessment (Campione and Brown, 1987; Feuerstein, 1979; and Budoff, 1987). This inquiry was aimed at understanding how assistance functions in second language learning, uncovering student abilities in collaboration through an L2 dynamic assessment of phonemic awareness, and determining what information is available with an L2 dynamic assessment of phonemic awareness. This investigation illuminated teacher-to-student and student-to-student assistance in assessing/learning a second language during a Dynamic Assessment of L2 Phonemic Segmentation and subsequent intervention lessons. This study was guided by the following research questions: (1) How does assistance function in the language and literacy development of primary-aged ELLS? (2) What information does a dynamic assessment of L2 phonemic awareness provide that a static assessment does not?;This study involved the researcher and 5 first grade English Language Learner (ELL) students working in collaboration in L2 dynamic phonemic awareness assessment and intervention lessons. (Abstract shortened by UMI.)
