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Negotiating the Zone of Proximal Dev...

Knouzi, Ibtissem.

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Negotiating the Zone of Proximal Development in a Pre-university Advanced Academic Writing Classroom.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Negotiating the Zone of Proximal Development in a Pre-university Advanced Academic Writing Classroom./
Author:	Knouzi, Ibtissem.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
Description:	246 p.
Notes:	Source: Dissertations Abstracts International, Volume: 80-06, Section: A.
Contained By:	Dissertations Abstracts International80-06A.
Subject:	English as a Second Language. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10831125
ISBN:	9780438682443

Negotiating the Zone of Proximal Development in a Pre-university Advanced Academic Writing Classroom.
Knouzi, Ibtissem.

Negotiating the Zone of Proximal Development in a Pre-university Advanced Academic Writing Classroom. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 246 p.

Source: Dissertations Abstracts International, Volume: 80-06, Section: A.

Thesis (Ph.D.)--University of Toronto (Canada), 2018.

This item must not be sold to any third party vendors.

Grounded in sociocultural theory (SCT) of mind and a social-constructivist view of learning, the present study analyzed in depth the construction of Zones of Proximal Development (ZPD) among an experienced teacher and her students over the duration of a pre-university academic English writing course. The research (a) investigated the teacher's perceptions of the factors that facilitated the creation of opportunities for learning, (b) analyzed classroom dynamics, participation, and interaction patterns over time to identify the instructional choices most conducive to learning, and (c) examined the factors that facilitated or hindered 3 focal students' take up of opportunities for learning. Multiple sources of data included in-depth teacher interviews, observation and coding of 70 hours of classroom instruction, the teacher's and students' stimulated recalls on selected episodes of classroom interactions, and documents such as handouts, students' assignments, and the teacher's feedback on students' writing. The teacher's interviews revealed a dialectic relationship between two types of facilitative factors she implemented: (a) emotional sustenance, achieved by building rapport with students, maintaining dependable codes of academic behavior, and balancing senses of challenge and attainment in students and (b) four instructional design and pedagogical choices: establishing continuity between course components, monitoring students' progress, providing several types of assistance, and then later withholding assistance to encourage students' self-regulation. A microgenetic analysis of two instructional units showed how continuity was established through the use of advanced organizers and clear intertextual links. The gradual decrease of teacher talk over the units gave room for active student participation and engagement. Case studies of 3 focal students revealed that these students valued different mediational tools according to their individual developmental histories and goals. They all showed evidence of investment and intentionality with stronger students commanding a larger repertoire of strategies and showing more understanding of the course design and the teacher's goals. In sum, the findings indicate that opportunities for learning within the ZPD were constructed through the overlap of multiple interacting factors including emotional sustenance, effective instructional practices, individualized support, and students' self-regulation and investment. Implications are suggested for deconstructing the ZPD, understanding academic writing teaching and learning, and further research.

ISBN: 9780438682443Subjects--Topical Terms:

3423938
English as a Second Language.

Negotiating the Zone of Proximal Development in a Pre-university Advanced Academic Writing Classroom.
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520 $a Grounded in sociocultural theory (SCT) of mind and a social-constructivist view of learning, the present study analyzed in depth the construction of Zones of Proximal Development (ZPD) among an experienced teacher and her students over the duration of a pre-university academic English writing course. The research (a) investigated the teacher's perceptions of the factors that facilitated the creation of opportunities for learning, (b) analyzed classroom dynamics, participation, and interaction patterns over time to identify the instructional choices most conducive to learning, and (c) examined the factors that facilitated or hindered 3 focal students' take up of opportunities for learning. Multiple sources of data included in-depth teacher interviews, observation and coding of 70 hours of classroom instruction, the teacher's and students' stimulated recalls on selected episodes of classroom interactions, and documents such as handouts, students' assignments, and the teacher's feedback on students' writing. The teacher's interviews revealed a dialectic relationship between two types of facilitative factors she implemented: (a) emotional sustenance, achieved by building rapport with students, maintaining dependable codes of academic behavior, and balancing senses of challenge and attainment in students and (b) four instructional design and pedagogical choices: establishing continuity between course components, monitoring students' progress, providing several types of assistance, and then later withholding assistance to encourage students' self-regulation. A microgenetic analysis of two instructional units showed how continuity was established through the use of advanced organizers and clear intertextual links. The gradual decrease of teacher talk over the units gave room for active student participation and engagement. Case studies of 3 focal students revealed that these students valued different mediational tools according to their individual developmental histories and goals. They all showed evidence of investment and intentionality with stronger students commanding a larger repertoire of strategies and showing more understanding of the course design and the teacher's goals. In sum, the findings indicate that opportunities for learning within the ZPD were constructed through the overlap of multiple interacting factors including emotional sustenance, effective instructional practices, individualized support, and students' self-regulation and investment. Implications are suggested for deconstructing the ZPD, understanding academic writing teaching and learning, and further research.
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