References :

Di Pietro, R. J. (1982). The open-ended scenario: A new approach to conversation. TESOL Quarterly, 16 (1), 15–20. http://dx.doi.org/10.2307/3586559

Galperin, P. I. (1989). Organization of mental activity and the effectiveness of learning. Soviet Psychology, 27 (3), 65–82. http://dx.doi.org/10.2753/rpo1061-0405270365

Galperin, P. I. (1992). Stage-by-stage formation as a method of psychological investigation. Journal of Russian and East European Psychology, 30 (4), 60–80. http://dx.doi.org/10.2753/RPO1061-0405300460

Lantolf, J. P., and Thorne, S. (2006). Sociocultural Theory and the Genesis of L2 Development. Oxford: Oxford University Press.

Negueruela, E. (2008). Revolutionary pedagogies: Learning that leads (to) Second Language development. In J. P. Lantolf and M. E. Poehner (Eds), Sociocultural Theory and the Teaching of Second Languages: 189–227. London: Equinox Publishing Ltd.

Poehner, M. E. and van Compernolle, R. A. (2011). Frames of interaction and dynamic assessment: Developmental diagnoses of second language learning. In M. E. Poehner and P. Ray-Dickens (Eds) Addressing Issues of Access in Fairness and Education Through Dynamic Assessment [Special issue]. Assessment and Education: Principles, Policy and Practice 18 (2), 183–198. http://dx.doi.org/10.1080/0969594x.2011.567116

Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Mental Processes. Cambridge, MA: Harvard University Press.