Contradictions in Teachers’ Classroom Dynamic Assessment Implementation: An Activity System Analysis,Tesol Quarterly

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Contradictions in Teachers’ Classroom Dynamic Assessment Implementation: An Activity System Analysis
Tesol Quarterly ( IF 3.0 ) Pub Date : 2021-06-11 , DOI: 10.1002/tesq.3046
Anamaría Sagre ₁ , Jose David Herazo ₁ , Kristin J. Davin ₂

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Dynamic Assessment (DA) is a procedure that requires teachers to attend to learners’ language use, detect inaccuracies, and provide graduated prompting in the moment to support learners in repairing errors (Poehner, 2009). For most teachers, this series of steps represents a significant and complex departure from their typical practice of responding to students’ erroneous utterances with recasts (Davin, Herazo, & Sagre, 2016). The present study used an activity system analysis, emerging from Cultural Historical Activity Theory, to examine the contradictions that arose in the practice of three L2 teachers during and following their participation in a professional development series focused on classroom DA. Interviews, stimulated recall, and teachers’ reflections were analyzed to explain the contradictions and their resolution. Findings revealed that whereas the three teachers assumed the role of providers of prompts, only one teacher adopted the role of both provider of prompts and assessor, reconceptualizing the object of activity to include assessment.

中文翻译：

教师课堂动态评价实施中的矛盾：活动系统分析

动态评估 (DA) 是一个程序，它要求教师关注学习者的语言使用情况，发现不准确之处，并在时刻提供分级提示以支持学习者修复错误 (Poehner, 2009)。对于大多数教师来说，这一系列步骤与他们通过重铸来回应学生的错误话语的典型做法大相径庭（Davin、Herazo 和 Sagre，2016 年）。本研究使用源自文化历史活动理论的活动系统分析来检验三位 L2 教师在参与以课堂 DA 为重点的专业发展系列期间和之后的实践中出现的矛盾。对访谈、激发回忆和教师反思进行分析，以解释矛盾及其解决方法。

更新日期：2021-06-11

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