In this chapter, the central concepts of Vygotsky’s Sociocultural Theory are discussed, and particular attention is given to the Zone of Proximal Development. The Zone of Proximal Development, or ZPD, was Vygotsky’s solution to overcoming the instruction–assessment dualism. The evolution of this concept in Vygotsky’s writings is traced, as are its relations to other aspects of the theory, namely mediation and internalization. The introduction of the ZPD to Western researchers, and its subsequent misinterpretations, are described. The connections between divergent views of Vygotsky’s work and the emergence of DA methodologies are elaborated.
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© 2008 Springer Science + Business Media, B.V
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(2008). The Origins of Dynamic Assessment: Sociocultural Theory and the Zone of Proximal Development. In: Dynamic Assessment. Educational Linguistics, vol 9. Springer, Boston, MA. https://doi.org/10.1007/978-0-387-75775-9_2
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DOI: https://doi.org/10.1007/978-0-387-75775-9_2
Publisher Name: Springer, Boston, MA
Print ISBN: 978-0-387-75774-2
Online ISBN: 978-0-387-75775-9
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