Although researchers have begun to explore the implementation of dynamic assessment (DA) with foreign language learners, few of these studies have occurred in the language classroom. Whereas DA is typically implemented in dyads, promising research in the field of foreign language learning suggests that DA may promote development with groups of students as well. The present study explored the implementation of group DA in a combined fourth and fifth grade elementary Spanish classroom as students studied interrogative use and formation. After a pre-test determined no student could use and form interrogatives independently, a DA program was designed to provide mediation attuned the zone of proximal development of the group of students as a whole. During this ten day DA program, the development of nine focal students was tracked as they participated in large group and small group instruction. Drawing on sociocultural theory, mediation provided by the teacher and by peers was transcribed and analyzed, as well as students responses to that mediation. Development was further examined based on students scores on a post-test, near transcendence task and far transcendence task. Findings suggest that while some students moved from assisted to unassisted performance during large group DA, other students required peer mediation provided during small group work to develop interrogative use and formation. Those students who could perform independently during large group DA acted as mediators during small group work for those who still required mediation. Still other students were never able to use and form questions independently, indicating that interrogative use and formation was not within their zone of proximal development. It was concluded that DA can be integrated into the language curriculum of early language learning programs without the sacrifice of effective language pedagogy. To that end, small group work is an essential complement to large group DA in that it provides students with the opportunity to request mediation, verbalize their thoughts, and provide mediation to their peers.
| Identifer | oai:union.ndltd.org:PITT/oai:PITTETD:etd-04172011-120332 |
| Date | 13 May 2011 |
| Creators | Davin, Kristin Johnson |
| Contributors | Mary Lynn Redmond, Matthew Poehner, Richard Donato, G. Richard Tucker |
| Publisher | University of Pittsburgh |
| Source Sets | University of Pittsburgh |
| Language | English |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | http://etd.library.pitt.edu/ETD/available/etd-04172011-120332/ |
| Rights | unrestricted, I hereby certify that, if appropriate, I have obtained and attached hereto a written permission statement from the owner(s) of each third party copyrighted matter to be included in my thesis, dissertation, or project report, allowing distribution as specified below. I certify that the version I submitted is the same as that approved by my advisory committee. I hereby grant to University of Pittsburgh or its agents the non-exclusive license to archive and make accessible, under the conditions specified below, my thesis, dissertation, or project report in whole or in part in all forms of media, now or hereafter known. I retain all other ownership rights to the copyright of the thesis, dissertation or project report. I also retain the right to use in future works (such as articles or books) all or part of this thesis, dissertation, or project report. |
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