ABSTRACT
This chapter argues that the Zone of Proximal Development (ZPD) is a powerful expression of Vygotsky's view of praxis as it represents a profound theoretical perspective for understanding the relationship between engagement in practical activity and development. To set the stage for how to interpret the ZPD and how it informs our understanding and use of Dynamic Assessment (DA) in L2 developmental education, the chapter first review the various readings of the ZPD that have influenced research in the general and L2 sociocultural theory (SCT) literature, and consider how these align with the statement and passages from Vygotsky's writings on the concept. The authors suggested that dynamic testing may be differentiated from dynamic assessment as the former is concerned with the more modest goal of exploring individual's potential to benefit from subsequent instruction while the latter aims to promote change over the course of the procedure.
