ABSTRACT
Research in the L2 field concerned with the zone of proximal development (ZPD) has primarily investigated the ways in which teacher and learner interactions allow for opportunities to understand learner language abilities and to guide their continued development. Such work has tended to define L2 abilities either according to control over discrete features of language (e.g., morpho-syntax) or in terms of more global constructs such as oral proficiency. While recognizing the importance of this, this chapter examines how the focus of mediation may be meaningfully expanded to include learner agency as a feature of development. It is argued that ZPD activity may target L2 knowledge and abilities while simultaneously promoting learner agency through the intentional integration of tasks that engage learners in metacognitive thinking, self-evaluation, and goal setting. Designing ZPD activities with this goal in mind may offer an important new direction for work that promotes learner L2 abilities and positions them for academic success. A recent project involving secondary-school English language learners in Israel is discussed as an example of how learner agency may be brought into focus during L2 ZPD activity. Implications of this expanded orientation to ZPD research and practice are discussed.
