Dynamic Assessment
Promoting In-Service teachers’ conceptual development and pedagogical beliefs in the L2 classroom
DOI:
https://doi.org/10.1558/lst.38915Keywords:
Dynamic Assessment, Concept-based instruction, teacher cognition, beliefs, aspectAbstract
This article on teacher cognition explores the implementation of an interactionist Dynamic Assessment (DA) model for mediating and ascertaining in-service L2 teachers’ microgenetic conceptual development after being exposed to Concept- Based Instruction (CBI). Although the effectiveness of this instructional approach in the development of L2 instructors (van Compernolle and Henery, 2015; Williams, Abraham, and Negueruela, 2013), and the use of DA to facilitate L2 development (Anton, 2009; Davin, 2013; Lantolf and Poehner, 2011, 2014; Poehner, 2008) have been both investigated, there is no research addressing the role of DA in fostering the development of in-service L2 teachers’ conceptual language awareness after being exposed to CBI. This article intends to address this gap by exploring the case study of Glinda (pseudonym), an experienced in-service teacher of Spanish whose L1 was also Spanish, and her developing linguistic and pedagogical beliefs regarding the concept of aspect before and after conceptual instruction.
References
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Andrews, S. (2003). ‘Just like instant noodles’: L2 teachers and their beliefs about grammar pedagogy. Teachers and Teaching 9 (4), 351–375. https://doi.org/10.1080/1354060032000097253
Andersen, R. W (1991). Developmental sequences: The emergence of aspect marking in second language acquisition. In T. Huebner and C. A. Ferguson (Eds), Crosscurrents in Second Language Acquisition and Linguistic Theories. Amsterdam/Philadelphia, PA: John Benjamins Publishing. https://doi.org/10.1075/lald.2.17and
Anton, M. (2009) Dynamic assessment of advanced second language learners. Foreign Language Annals 42 (3), 576–598. https://doi.org/10.1111/j.1944-9720.2009.01030.x
Bardovi-Harlig, K. (2000). Tense and Aspect in Second Language Acquisition: Form, Meaning, and Use. Oxford: Blackwell. https://doi.org/10.1177/14614456020040020701
Buescher, K. and Strauss, S. (2015). A cognitive linguistic analysis of French prepositions à, dans, and en and a sociocultural theoretical approach to teaching them. In K. Masuda, C. Arnett and A. Labarca (Eds) Cognitive Grammar and Sociocultural Theory in Foreign and Second Language Teaching, 155–181. Boston, MA: De Gruyter Mouton. https://doi.org/10.1515/9781614514442-009
Carpenter, B. D., Achugar, M., Walter, D., and Earhart, M. (2015). Developing teachers’ critical language awareness: A case study of guided participation. Linguistics and Education 32(a), 82–97. https://doi.org/10.1016/j.linged.2015.03.016
Comrie, B. (1976). Aspect: An Introduction to the Study of Verbal Aspect and Related Problems. Cambridge: Cambridge University Press.
Davin, K. J. (2013). Integration of dynamic assessment and instructional conversations to promote development and improve assessment in the language classroom. Language Teaching Research 17, 303–322. https://doi.org/10.1177/1362168813482934
Davin, K. J. (2016). Classroom dynamic assessment: A critical examination of constructs and practices. The Modern Language Journal 100 (4), 813–829. https://doi.org/10.1111/modl.12352
Davin, K. J. and Heineke, A. J. (2016). Preparing teachers for language assessment: A practice-based approach. TESOL Journal 7 (4), 921–938. https://doi.org/10.1002/tesj.253
Davin, K. J., Herazo, J. D., and Sagre, A. (2016). Learning to mediate: Teacher appropriation of dynamic assessment. Language Teaching Research 21 (5), 1–20. https://doi.org/10.1177/1362168816654309
Delgado-Jenkins, H. (1990). Imperfect vs. preterit: A new approach. Hispania 73, 1145– 1146.
Di Pietro, R. J. (1987). Strategic Interaction. Cambridge: Cambridge University Press.
Ferreira-Barcelós, A. M. and Kajala, P. (2013) Beliefs in second language acquisition: Teacher. In C. Chapelle (Ed.) The Encyclopedia of Applied Linguistics, 1–6. Malden: Wiley-Blackwell. https://doi.org/10.1002/9781405198431.wbeal0083
Gal’perin, P. J. (1989). Organization of mental activity and the effectiveness of learning. Soviet Psychology 27 (3), 65–82. https://doi.org/10.2753/rpo1061-0405270365
Gal’perin, P. J. (1992). Stage-by-stage formation as a method of psychological investigation. Journal of Russian and East European Psychology 30 (4), 60–80. https://doi.org/10.2753/rpo1061-0405300460
Gánem-Gutiérrez, G. A. and Harun, H. (2011). Verbalization as a mediational tool for understanding tense-aspect marking in English: An application of Concept-Based Instruction. Language Awareness 20 (2), 99–119. https://doi.org/10.1080/09658416.2010.551125
Gánem-Gutiérrez, G. (2016). Enhancing metalinguistic knowledge: Preterite and imperfect in L2 Spanish. Language and Sociocultural Theory, 3 (1), 27–54. https://doi.org/10.1558/lst.v3i1.28803
García, P. N. (2011) Dynamic assessment and the Spanish classroom: Implications for teaching. Proceedings from the IX Congreso Internacional de Lingüística General.Valladolid, Spain. June 21–23, 2010.
García, P. N. (2012). Verbalizing in the second language classroom: The development of the grammatical concept of aspect. Unpublished PhD thesis. University of Massachusetts, Amherst, USA.
García, P. N. (2014). Verbalizing in the Second Language Classroom: Exploring the role of Agency in the Internalization of Grammatical Categories. In P. Deters, X. Gao, E. R. Miller, and G. Vitanova (Eds) Theorizing and Analyzing Agency in Second Language Learning: Interdisciplinary Approaches, 213–231. Bristol: Multilingual Matters. https://doi.org/10.21832/9781783092901-014
García, P. N. (2017a). A sociocultural approach to analyzing L2 development in the Spanish L2 Classroom. VIAL (Vigo International Journal of Applied Linguistics) 14, 1–22.
García, P. N. (2017b). A pedagogical proposal for implementing Concept-based Instruction in the Heritage Language Classroom. Euro American Journal of Applied Linguistics and Languages (E-JournALL) 4 (1): 1–19. https://doi.org/10.21283/2376905x.6.86
Haywood, H. C. and Lidz, C. S. (2006). Dynamic Assessment in Practice: Clinical and Educational Applications. Cambridge: Cambridge University Press.
Hopper, P. (1982). Tense-aspect: Between Semantics & Pragmatics. Amsterdam/Philadelphia, PA: John Benjamins.
Kim, J. (2013). Developing a conceptual understanding of sarcasm in a second language through concept-based instruction. Unpublished PhD thesis, Pennsylvania State University, USA.
Lantolf, J. P. and Poehner, M. E. (2004). Dynamic assessment of L2 development: bringing the past into the future. Journal of Applied Linguistics 1: 49–72.
Lantolf J. P. and Poehner, M. E. (Eds) (2008). Sociocultural Theory and the Teaching of Second Languages. London: Equinox.
Lantolf, J. P. and Poehner, M. E. (2011). Dynamic assessment in the classroom: Vygotskian praxis for second language development. Language Teaching Research 15: 11–33. https://doi.org/10.1177/1362168810383328
Lantolf, J. P. and Poehner, M. E. (2014). Sociocultural Theory and the Pedagogical Imperative in L2 Education. Vygotskian Praxis and the Research/practice Divide. London: Routledge. https://doi.org/10.4324/9780203813850
Lidz, C. S. (1991). Practitioner’s Guide to Dynamic Assessment. New York: Guilford.
Minick, N. (1987). Implications of Vygotsky’s theory for dynamic assessment. In C. Lidz (Ed.), Dynamic Assessment, 116–140. New York: Guilford Press.
Montrul, S. and Slabakova, R. (2003). Competence similarities between natives and near-native speakers: An investigation of the Preterit/Imperfect contrast in Spanish. Studies in Second Language Acquisition 25: 351–398. https://doi.org/10.1017/s0272263103000159
Negueruela, E. (2003). Systemic-theoretical instruction and L2 development: A Sociocultural approach to teaching-learning and researching L2 learning. Unpublished PhD thesis, Pennsylvania State University, USA.
Negueruela, E. (2008). Revolutionary pedagogies: Learning that leads (to) second language development. In J. P. Lantolf and M. E. Poehner (Eds), Sociocultural Theory and the Teaching of Second Languages, 189–227. London: Equinox.
Negueruela, E. (2013). Metalinguistic knowledge becoming intrapsychological tools. Concepts as tools for second language development. In K. Roehr and G. A. Gánem-Gutiérrez (Eds), The Metalinguistic Dimension in Instructed Second Language Learning, 221–242. London: Bloomsbury. https://doi.org/10.5040/9781472542137.ch-001
Negueruela, E. and Fernandez-Parera, A. (2016). Explicit focus on meaning: Mindful conceptual engagement in the second language classroom. Language and Sociocultural Theory 2 (2): 195–218. https://doi.org/10.1558/lst.v3i2.32865
Negueruela, E. and García P. N. (2016). Sociocultural theory and the language classroom. In G. Hall (Ed.), The Routledge Handbook of English Language Teaching, 295–309. New York: Routledge.
Negueruela-Azarola, E., García, P. N. and Buescher, K. (2015). From inter-action to intra-action: The internalization of talk, gesture, and concepts in the second language classroom. In N. Markee (Ed.), The Handbook of Classroom Interaction, 233–249. Malden: Wiley-Blackwell. https://doi.org/10.1002/9781118531242.ch14
Negueruela, E. and Lantolf, J. P. (2006). Concept-based pedagogy and the acquisition of L2 Spanish. In R. M. Salaberry and B. A. Lafford (Eds), The Art of Teaching Spanish: Second Language Acquisition from Research to Praxis, 79–102. Washington, DC: Georgetown University Press. https://doi.org/10.2307/20063554
Ozete, O. (1988). Focusing on the preterite and imperfect. Hispania 71: 687–691. https://doi.org/10.2307/342933
Poehner, M. E. (2008). Dynamic Assessment: A Vygotskian Approach to Understanding and Promoting L2 Development. Berlin: Springer.
Polizzi, M. (2013). The Development of Spanish Aspect in the Second Language Classroom: Concept-Based Pedagogy and Dynamic Assessment (Unpublished doctoral dissertation). The University of Massachusetts, Amherst, USA.
Salaberry, M. (2008). Marking Past Tense in Second Language Acquisition: A Theoretical Model. New York: Continuum. https://doi.org/10.1017/s0272263109090470
Serrano-Lopez, M. and Poehner, M. (2008). Materializing linguistic concepts through 3-D clay modeling: A tool-and-result approach to mediating L2 Spanish development. In J. Lantolf and M. Poehner (Eds), Sociocultural Theory and the Teaching of Second Languages, 321–346. London/Oakville, CT: Equinox.
Slabakova, R. and Montrul S. (2003). Genericity and aspect in L2 acquisition. Language Acquisition 11 (3): 165–196. https://doi.org/10.1207/s15327817la1103_2
Swain, M., Lapkin, S., Knouzi, I., Suzuki, W. and Brooks, L. (2009). Languaging: university students learn the grammatical concept of voice in French. The Modern Language Journal 93: 5–29. https://doi.org/10.1111/j.1540-4781.2009.00825.x
Terrell, T., Andrade, M., Egasse, J. and Munoz, E. M. (2002). Dos Mundos. New York, NY: McGraw-Hill.
van Compernolle, R. A. (2011). Developing second language sociopragmatic knowledge through concept-based instruction: A microgenetic case study. Journal of Sociopragmatics 43 (11): 3267–3283. https://doi.org/10.1016/j.pragma.2011.06.009
van Compernolle, R. (2014). Sociocultural Theory and L2 Instructional Pragmatics. Bristol: Multilingual Matters.
van Compernolle, R. A. and Henery, A. (2015). Learning to do concept-based pragmatic instruction: Teacher development and L2 pedagogical content knowledge. Language Teaching Research 9 (3): 351–372. https://doi.org/10.1177/1362168814541719
van Compernolle, R., Webber, A. and Gomez-Llaich, M. P. (2016). Teaching L2 Spanish sociopragmatics through concepts: A classroom based study. The Modern Language Journal 100 (1): 341–361. https://doi.org/10.1111/modl.12318
Verkuyl, H. (1972). On the Compositional Nature of the Aspects. Dordrecht: Reidel.
Vygotsky, L. S. (1978). Mind in Society. The Development of Higher Psychological Processes. Cambridge, MA: Harvard University Press.
Vygotsky, L. S. (1986). Thought and Language. Cambridge, MA: MIT Press.
Walter, D. and van Compernolle, R. (2017). Teaching German declension as meaning: A concept-based approach. Innovation in Language Learning and Teaching 11 (1): 68–85.
Westfall, R. and Forester, S. (1996). Beyond aspect: New strategies for teaching the preterite and the imperfect. Hispania 79 (3): 550–560. https://doi.org/10.2307/345561
White, B. (2012). A conceptual approach to instruction of phrasal verbs. The Modern Language Journal 96 (iii): 419–438. https://doi.org/10.1111/j.1540-4781.2012.01365.x
Williams, L., Abraham, L. B. and Negueruela-Azarola, E. (2013). Using concept-based instruction in the L2 classroom: Perspectives from current and future language teachers. Language Teaching Research 17 (3): 363–381. https://doi.org/10.1177/1362168813482950
Yáñez-Prieto, M. (2008). On literature and the secret art of the invisible words: Teaching literature through language (Unpublished doctoral dissertation). The Pennsylvania State University, University Park, PA.
Zhang, X. (2014). The teachability hypothesis and concept-based instruction. Topicalization in Chinese as a second language (Unpublished doctoral dissertation). The Pennsylvania State University, University Park, PA.
Andrews, S. (2003). ‘Just like instant noodles’: L2 teachers and their beliefs about grammar pedagogy. Teachers and Teaching 9 (4), 351–375. https://doi.org/10.1080/1354060032000097253
Andersen, R. W (1991). Developmental sequences: The emergence of aspect marking in second language acquisition. In T. Huebner and C. A. Ferguson (Eds), Crosscurrents in Second Language Acquisition and Linguistic Theories. Amsterdam/Philadelphia, PA: John Benjamins Publishing. https://doi.org/10.1075/lald.2.17and
Anton, M. (2009) Dynamic assessment of advanced second language learners. Foreign Language Annals 42 (3), 576–598. https://doi.org/10.1111/j.1944-9720.2009.01030.x
Bardovi-Harlig, K. (2000). Tense and Aspect in Second Language Acquisition: Form, Meaning, and Use. Oxford: Blackwell. https://doi.org/10.1177/14614456020040020701
Buescher, K. and Strauss, S. (2015). A cognitive linguistic analysis of French prepositions à, dans, and en and a sociocultural theoretical approach to teaching them. In K. Masuda, C. Arnett and A. Labarca (Eds) Cognitive Grammar and Sociocultural Theory in Foreign and Second Language Teaching, 155–181. Boston, MA: De Gruyter Mouton. https://doi.org/10.1515/9781614514442-009
Carpenter, B. D., Achugar, M., Walter, D., and Earhart, M. (2015). Developing teachers’ critical language awareness: A case study of guided participation. Linguistics and Education 32(a), 82–97. https://doi.org/10.1016/j.linged.2015.03.016
Comrie, B. (1976). Aspect: An Introduction to the Study of Verbal Aspect and Related Problems. Cambridge: Cambridge University Press.
Davin, K. J. (2013). Integration of dynamic assessment and instructional conversations to promote development and improve assessment in the language classroom. Language Teaching Research 17, 303–322. https://doi.org/10.1177/1362168813482934
Davin, K. J. (2016). Classroom dynamic assessment: A critical examination of constructs and practices. The Modern Language Journal 100 (4), 813–829. https://doi.org/10.1111/modl.12352
Davin, K. J. and Heineke, A. J. (2016). Preparing teachers for language assessment: A practice-based approach. TESOL Journal 7 (4), 921–938. https://doi.org/10.1002/tesj.253
Davin, K. J., Herazo, J. D., and Sagre, A. (2016). Learning to mediate: Teacher appropriation of dynamic assessment. Language Teaching Research 21 (5), 1–20. https://doi.org/10.1177/1362168816654309
Delgado-Jenkins, H. (1990). Imperfect vs. preterit: A new approach. Hispania 73, 1145– 1146.
Di Pietro, R. J. (1987). Strategic Interaction. Cambridge: Cambridge University Press.
Ferreira-Barcelós, A. M. and Kajala, P. (2013) Beliefs in second language acquisition: Teacher. In C. Chapelle (Ed.) The Encyclopedia of Applied Linguistics, 1–6. Malden: Wiley-Blackwell. https://doi.org/10.1002/9781405198431.wbeal0083
Gal’perin, P. J. (1989). Organization of mental activity and the effectiveness of learning. Soviet Psychology 27 (3), 65–82. https://doi.org/10.2753/rpo1061-0405270365
Gal’perin, P. J. (1992). Stage-by-stage formation as a method of psychological investigation. Journal of Russian and East European Psychology 30 (4), 60–80. https://doi.org/10.2753/rpo1061-0405300460
Gánem-Gutiérrez, G. A. and Harun, H. (2011). Verbalization as a mediational tool for understanding tense-aspect marking in English: An application of Concept-Based Instruction. Language Awareness 20 (2), 99–119. https://doi.org/10.1080/09658416.2010.551125
Gánem-Gutiérrez, G. (2016). Enhancing metalinguistic knowledge: Preterite and imperfect in L2 Spanish. Language and Sociocultural Theory, 3 (1), 27–54. https://doi.org/10.1558/lst.v3i1.28803
García, P. N. (2011) Dynamic assessment and the Spanish classroom: Implications for teaching. Proceedings from the IX Congreso Internacional de Lingüística General.Valladolid, Spain. June 21–23, 2010.
García, P. N. (2012). Verbalizing in the second language classroom: The development of the grammatical concept of aspect. Unpublished PhD thesis. University of Massachusetts, Amherst, USA.
García, P. N. (2014). Verbalizing in the Second Language Classroom: Exploring the role of Agency in the Internalization of Grammatical Categories. In P. Deters, X. Gao, E. R. Miller, and G. Vitanova (Eds) Theorizing and Analyzing Agency in Second Language Learning: Interdisciplinary Approaches, 213–231. Bristol: Multilingual Matters. https://doi.org/10.21832/9781783092901-014
García, P. N. (2017a). A sociocultural approach to analyzing L2 development in the Spanish L2 Classroom. VIAL (Vigo International Journal of Applied Linguistics) 14, 1–22.
García, P. N. (2017b). A pedagogical proposal for implementing Concept-based Instruction in the Heritage Language Classroom. Euro American Journal of Applied Linguistics and Languages (E-JournALL) 4 (1): 1–19. https://doi.org/10.21283/2376905x.6.86
Haywood, H. C. and Lidz, C. S. (2006). Dynamic Assessment in Practice: Clinical and Educational Applications. Cambridge: Cambridge University Press.
Hopper, P. (1982). Tense-aspect: Between Semantics & Pragmatics. Amsterdam/Philadelphia, PA: John Benjamins.
Kim, J. (2013). Developing a conceptual understanding of sarcasm in a second language through concept-based instruction. Unpublished PhD thesis, Pennsylvania State University, USA.
Lantolf, J. P. and Poehner, M. E. (2004). Dynamic assessment of L2 development: bringing the past into the future. Journal of Applied Linguistics 1: 49–72.
Lantolf J. P. and Poehner, M. E. (Eds) (2008). Sociocultural Theory and the Teaching of Second Languages. London: Equinox.
Lantolf, J. P. and Poehner, M. E. (2011). Dynamic assessment in the classroom: Vygotskian praxis for second language development. Language Teaching Research 15: 11–33. https://doi.org/10.1177/1362168810383328
Lantolf, J. P. and Poehner, M. E. (2014). Sociocultural Theory and the Pedagogical Imperative in L2 Education. Vygotskian Praxis and the Research/practice Divide. London: Routledge. https://doi.org/10.4324/9780203813850
Lidz, C. S. (1991). Practitioner’s Guide to Dynamic Assessment. New York: Guilford.
Minick, N. (1987). Implications of Vygotsky’s theory for dynamic assessment. In C. Lidz (Ed.), Dynamic Assessment, 116–140. New York: Guilford Press.
Montrul, S. and Slabakova, R. (2003). Competence similarities between natives and near-native speakers: An investigation of the Preterit/Imperfect contrast in Spanish. Studies in Second Language Acquisition 25: 351–398. https://doi.org/10.1017/s0272263103000159
Negueruela, E. (2003). Systemic-theoretical instruction and L2 development: A Sociocultural approach to teaching-learning and researching L2 learning. Unpublished PhD thesis, Pennsylvania State University, USA.
Negueruela, E. (2008). Revolutionary pedagogies: Learning that leads (to) second language development. In J. P. Lantolf and M. E. Poehner (Eds), Sociocultural Theory and the Teaching of Second Languages, 189–227. London: Equinox.
Negueruela, E. (2013). Metalinguistic knowledge becoming intrapsychological tools. Concepts as tools for second language development. In K. Roehr and G. A. Gánem-Gutiérrez (Eds), The Metalinguistic Dimension in Instructed Second Language Learning, 221–242. London: Bloomsbury. https://doi.org/10.5040/9781472542137.ch-001
Negueruela, E. and Fernandez-Parera, A. (2016). Explicit focus on meaning: Mindful conceptual engagement in the second language classroom. Language and Sociocultural Theory 2 (2): 195–218. https://doi.org/10.1558/lst.v3i2.32865
Negueruela, E. and García P. N. (2016). Sociocultural theory and the language classroom. In G. Hall (Ed.), The Routledge Handbook of English Language Teaching, 295–309. New York: Routledge.
Negueruela-Azarola, E., García, P. N. and Buescher, K. (2015). From inter-action to intra-action: The internalization of talk, gesture, and concepts in the second language classroom. In N. Markee (Ed.), The Handbook of Classroom Interaction, 233–249. Malden: Wiley-Blackwell. https://doi.org/10.1002/9781118531242.ch14
Negueruela, E. and Lantolf, J. P. (2006). Concept-based pedagogy and the acquisition of L2 Spanish. In R. M. Salaberry and B. A. Lafford (Eds), The Art of Teaching Spanish: Second Language Acquisition from Research to Praxis, 79–102. Washington, DC: Georgetown University Press. https://doi.org/10.2307/20063554
Ozete, O. (1988). Focusing on the preterite and imperfect. Hispania 71: 687–691. https://doi.org/10.2307/342933
Poehner, M. E. (2008). Dynamic Assessment: A Vygotskian Approach to Understanding and Promoting L2 Development. Berlin: Springer.
Polizzi, M. (2013). The Development of Spanish Aspect in the Second Language Classroom: Concept-Based Pedagogy and Dynamic Assessment (Unpublished doctoral dissertation). The University of Massachusetts, Amherst, USA.
Salaberry, M. (2008). Marking Past Tense in Second Language Acquisition: A Theoretical Model. New York: Continuum. https://doi.org/10.1017/s0272263109090470
Serrano-Lopez, M. and Poehner, M. (2008). Materializing linguistic concepts through 3-D clay modeling: A tool-and-result approach to mediating L2 Spanish development. In J. Lantolf and M. Poehner (Eds), Sociocultural Theory and the Teaching of Second Languages, 321–346. London/Oakville, CT: Equinox.
Slabakova, R. and Montrul S. (2003). Genericity and aspect in L2 acquisition. Language Acquisition 11 (3): 165–196. https://doi.org/10.1207/s15327817la1103_2
Swain, M., Lapkin, S., Knouzi, I., Suzuki, W. and Brooks, L. (2009). Languaging: university students learn the grammatical concept of voice in French. The Modern Language Journal 93: 5–29. https://doi.org/10.1111/j.1540-4781.2009.00825.x
Terrell, T., Andrade, M., Egasse, J. and Munoz, E. M. (2002). Dos Mundos. New York, NY: McGraw-Hill.
van Compernolle, R. A. (2011). Developing second language sociopragmatic knowledge through concept-based instruction: A microgenetic case study. Journal of Sociopragmatics 43 (11): 3267–3283. https://doi.org/10.1016/j.pragma.2011.06.009
van Compernolle, R. (2014). Sociocultural Theory and L2 Instructional Pragmatics. Bristol: Multilingual Matters.
van Compernolle, R. A. and Henery, A. (2015). Learning to do concept-based pragmatic instruction: Teacher development and L2 pedagogical content knowledge. Language Teaching Research 9 (3): 351–372. https://doi.org/10.1177/1362168814541719
van Compernolle, R., Webber, A. and Gomez-Llaich, M. P. (2016). Teaching L2 Spanish sociopragmatics through concepts: A classroom based study. The Modern Language Journal 100 (1): 341–361. https://doi.org/10.1111/modl.12318
Verkuyl, H. (1972). On the Compositional Nature of the Aspects. Dordrecht: Reidel.
Vygotsky, L. S. (1978). Mind in Society. The Development of Higher Psychological Processes. Cambridge, MA: Harvard University Press.
Vygotsky, L. S. (1986). Thought and Language. Cambridge, MA: MIT Press.
Walter, D. and van Compernolle, R. (2017). Teaching German declension as meaning: A concept-based approach. Innovation in Language Learning and Teaching 11 (1): 68–85.
Westfall, R. and Forester, S. (1996). Beyond aspect: New strategies for teaching the preterite and the imperfect. Hispania 79 (3): 550–560. https://doi.org/10.2307/345561
White, B. (2012). A conceptual approach to instruction of phrasal verbs. The Modern Language Journal 96 (iii): 419–438. https://doi.org/10.1111/j.1540-4781.2012.01365.x
Williams, L., Abraham, L. B. and Negueruela-Azarola, E. (2013). Using concept-based instruction in the L2 classroom: Perspectives from current and future language teachers. Language Teaching Research 17 (3): 363–381. https://doi.org/10.1177/1362168813482950
Yáñez-Prieto, M. (2008). On literature and the secret art of the invisible words: Teaching literature through language (Unpublished doctoral dissertation). The Pennsylvania State University, University Park, PA.
Zhang, X. (2014). The teachability hypothesis and concept-based instruction. Topicalization in Chinese as a second language (Unpublished doctoral dissertation). The Pennsylvania State University, University Park, PA.
Published
2019-09-04
Issue
Section
Articles
How to Cite
García, P. (2019). Dynamic Assessment: Promoting In-Service teachers’ conceptual development and pedagogical beliefs in the L2 classroom. Language and Sociocultural Theory, 6(1), 32-62. https://doi.org/10.1558/lst.38915
