1. Kristin Davin Loyola University Chicago March 24, 2012 Group Dynamic Assessment of Elementary School Spanish Learners Studying Interrogative Use and Formation

2. Research Questions To what extent are students able to use Spanish interrogative structures in new contexts after classroom dynamic assessment? What syntactic and functional development of Spanish interrogative structures is observed in individual students?

3. Study Design Pre-test Classroom DA Post-test 5 days of unrelated instruction Near Transfer Task 5 days of unrelated instruction Far Transfer Task

4. Context Combined 4 th /5 th Grade class Novice-low to novice-high speakers 15 minute Spanish class periods daily Itinerant K-5 Spanish teacher, previously unfamiliar with DA

5. Pedagogical Task WH- question formation Interview of Native Speaker

6. Study Design Pre-test Classroom DA Post-test 5 days of unrelated instruction Near Transfer Task 5 days of unrelated instruction Far Transfer Task

7. Methods Observation protocol Continuum of assessments -pre-test -post-test -near transfer task -far transfer task

8. Approach to DA Interventionist Format 1. Easy to track 2. Quicker to learn 3. Better for comparison Individual, in group setting

9. Errors Mediated 1. Choice of the correct question word 2. Correct word order 3. Inclusion of all necessary components (verb, possessive pronoun, etc)

10. Prompts Followed Level of Explicitness Mediation Prompt Prompt 1Pause with skeptical look Prompt 2Repetition of entire phrase by teacher Prompt 3Repetition of specific site of error Prompt 4Forced choice option Prompt 5 Correct response and explanation provided

11. 1. Student 1: ¿Qué es tu cantante favorita? 2. Ms. J: (pause with questioning look) (Prompt 1) 3. St 1: (silence) 4. Ms. J: (repeats question with inflection) ¿Qué es tu cantante favorita? (Prompt 2) 5. St 1: Oh!, ¿Quién es tu cantante favorita?

12. 1. St 1: ¿Dónde está um River Plate estadiado? 2. Ms. J: Pause…(silence from student) ¿Dónde está River Plate estadiado? (Prompts 1 and 2) 3. St 1: No, stadium. Estadio…estadio River Plate 4. Ms. J: estadio River Plate o River Plate estadio (Prompt 4) 5. St 1: oh, River Plate estadio? 6. Ms. J: estadio? (Prompt 3) 7. St 1: Oh, which one is it? 8. Ms. J: estadio… (Prompt 3) 9. St 1: Riverplate 10. Ms. J: Es estadio River Plate or estadio de River Plate? (Prompt 4) 11. St 1: estadio de River Plate

14. StudentsPre-TestPost-TestNTTFTT Annie517516 Alex101920 Jamal517511 Elena8201720 Ivan5201916 Mary5201118 Roxanne5201820 Sara5201820 Takuya5181618 Thad5201519 Tom8191820 Wayne152019 Average6.7519.1715.0818.08 SD2.981.145.042.56

15. Suggestions for Classroom DA 1. Situate form-focused instruction within authentic pedagogical task 2. Integrate interventionist and interactionist formats of DA 3. Track individual student progress with series of transfer tasks to diagnose development

16. Ableeva, R. (2008). The effects of dynamic assessment on L2 listening comprehension. In J. Lantolf & M. Poehner (Eds.), Sociocultural Theory and the Teaching of second language. London: Equinox. Campione, J. C., & Brown, A. L. (1987). Linking dynamic testing with school achievement. In C. S. Lidz (Ed.), Dynamic testing (pp. 82–115). New York: Guilford Press. Lantolf, J.P., & Poehner, M. (2011). Dynamic assessment in the classroom: Vygotskian praxis for L2 development. Language Teaching Research, 15(11), 11-33. Nunan, D. (2004). Task-based language teaching. Cambridge: Cambridge University Press. Poehner, M.E. (2009). Group dynamic assessment: Mediation for the L2 classroom. TESOL Quarterly, 43(3), 471-491.

17. Kristin Davin Loyola University Chicago kdavin@luc.edu