PROPUESTA DE PLAN DE MANTENIMIENTO PREVENTIVO PEO-

DA is an assessment approach that encompasses the provision of assistance or mediation through interactions in the assessment processes, and this clearly distinguishes DA from other assessment approaches which disallow assistance. Lantolf and Poehner (2004: 2) stress how DA that incorporates mediation in assessment helps maximise learner abilities noting that:

In fact, not only can DA provide a different picture of an individual’s abilities, it can actually help him or her [a child or a learner] to develop those abilities by providing finely tuned instruction, or mediation, while engaged in the assessment tasks.

Mediation is seen as an essential element in DA practices. Theoretically, DA is rooted in socio-cultural theory (SCT) and shaped by the concept of the zone of proximal development (ZPD) where the provision of mediation plays a central role. The concept of ZPD originated in Vygotsky’s (1978) work on the Theory of Mind, which focused on the development of a child’s mental abilities. Vygotsky (1978) defines mediation as ‘adult guidance or…collaboration with more capable peers’. Based on SCT, it is believed that human development is linked to the socio-cultural environment and is mediated by others through social interactions. Interacting with others fosters the child’s development. From his observation of the child doing problem solving tasks, Vygotsky (1978) concluded that although the child was able to do things independently, this could only be assumed to be his or her partial ability since upon assistance the child could perform better in tasks. The unassisted and assisted performances can be interpreted as two developmental levels: the actual development level determined by independent problem solving ability or unassisted performance, and the potential development level determined through problem solving ability with assistance. Vygotsky (1978: 86) defined the distance between the ‘actual’ and ‘potential’ development levels as the zone of proximal development (ZPD) explaining that ‘the zone of proximal development defines those functions that have not yet matured but are in the process of maturation [...]’. The actual development level is thus perceived as the end product of development, whereas the ZPD is seen as the ongoing process towards future complete development.

Since the goals of learning should focus on the development of the learners’ cognitive processes as well as acquisition and participation, as mentioned in the previous section on theories of learning, the co-construction of the learners’ ZPD is

important in all language learning classrooms. To help learners construct their own knowledge within their ZPD, teachers should be able to identify the learners’ current level of abilities including the causes of their poor performance. All learners have the potential to develop further, regardless of their present level. Contrary to most traditional assessment approaches, DA places an emphasis on developing this potential or maturing abilities (ones higher than currently matured abilities) rather than on examining the learners’ actual levels. In other words, DA focuses on future learning development in which mediation provided by teachers is a key instrument to accelerate the developmental processes. This aligns with Vygotsky’s development theory, which contends that learning is not development but leads to development. Vygotsky (1978: 90) states that:

[L]earning awakens a variety of internal developmental processes that are able to operate only when the child is interacting with people in his environment and in cooperation with his peers. Once these processes are internalised, they become part of the child’s independent developmental achievement.

DA is rooted in the work of Vygotsky as described above, and it is known from the work of Feuerstein and his colleagues in Israel (1979, 1980, 1988, 2003), which has been conducted at Feuerstein’s International Center for Enchantment of Learning Potential (ICELP). Feuerstein’s work is derived from the structural cognitive modifiability theory, which shares similarity with Vygotsky’s concepts of the ZPD. The structural cognitive modifiability theory, which views human cognitive abilities as fluid, holds these as open to modification and development in a variety of ways. Interactions and instruction can enhance development. Feuerstein adopts the term

‘mediated learning experience’ (MLE) to refer to interactions provided by an expert or a more competent person in order to help a child (or learner) construct meanings, instead of letting them experiment or explore the meanings on their own from trial and error. This process of helping a child in their learning is similar to the provision of mediation as suggested by Vygotsky for the development of higher psychological functions. According to Feuerstein and his colleagues (1988, cited in Poehner, 2008) to promote the child’s development, a direct interaction with the child alone is insufficient. There are three further attributes which are of importance: 1) intentionality and reciprocity, 2) mediation of meaning and 3) transcendence.

Intentionality refers to a mediator/teacher’s deliberate actions on guiding and providing mediation to learners, especially when they are struggling with some particular linguistic forms they have not yet acquired, which will result in difficulties or failure in solving the task. The teacher’s sensitivity to learners’ needs is a key to appropriate mediation. He/she should be able to quickly identify the causes of difficulties or poor performance. Reciprocity concerns learners’ contributions to interaction. While the teacher has to stimulate and maintain learners’ interest and attention to activity, the learners must actively engage in the activity and interactions with the teacher and seek assistance (i.e. mediation) when they cannot solve problems or difficulties on their own. Both learners and the teacher need to put their best efforts into the process of co-constructing meanings and knowledge. This interactional process Feuerstein and his colleagues (1988, cited in Poehner, 2008) call ‘mediation of meaning’ wherein mediation is provided to develop learners’ conceptual understanding of the principles essential to task completion. For example,

the mediation given could be, signalling and calling learner attention to a sentence containing grammatical errors, asking questions, and making suggestions.

Transcendence is regarded as the ultimate goal of MLE and to achieve this, intentionality and reciprocity, and mediation of meaning as discussed must be promoted and strengthened. That is, true development requires the development of conceptual understanding, which will help a child move beyond the demands of the tasks they are dealing with to the same kinds of tasks under different conditions; in other words, transcendence occurs when the child can recontextualise their abilities when facing new problems. Transcendence is a way of stimulating the child’s cognitive development that will move him/her beyond the current level. Intentionality and reciprocity, and mediation of meaning help learners transcend or go further in that they can eventually overcome barriers and difficulties or even successfully complete the task.

With reference to teaching and learning based on Vygotsky’s concepts of ZPD and mediation and Feuerstein’s MLE, it would be worthwhile if mediation through interactions can be integrated into teaching, but the emphasis should be placed on developing learners’ potentials rather than on merely completing assigned tasks, activities or exercises. The advantages of mediation in helping learners overcome linguistic difficulties and improve their understanding of language and business concepts have particularly influenced my decision to integrate mediation in my EFL context, which is yet largely unacquainted with the practice of mediation. The three components of intentionality and reciprocity, mediation of meaning, and transcendence provide useful guidelines. Crucially, because mediation can serve different purposes including tackling mistakes for in-depth understanding of those

forms or structures, there is a risk that mediation could be mistaken for corrective feedback. The next section offers clarification on the distinction between the two practices.