Explicit focus on meaning

Mindful conceptual engagement in the second language classroom

Authors

  • Eduardo Negueruela-Azarola Academic and Research Director, Instituto de Lengua y Cultura Españolas (ILCE), Universidad de Navarra
  • Antoni Fernandez Parera University of Miami

DOI:

https://doi.org/10.1558/lst.v3i2.32865

Keywords:

concept-based instruction, metaphor, mindful conceptual engagement, second language learning, ser and estar, sociocultural theory

Abstract

Against the backdrop of discussions in instructed SLA concerning form-focused versus meaning-focused L2 instruction, a framework we refer to as Mindful Conceptual Engagement (MCE) is proposed as a feature of Vygotskian concept-based instruction. In this paper, specific attention is given to the pragmatic relevance of ser/estar in Spanish discourse. The implementation of the MCE approach to teaching concepts starts with the development of pedagogical materials for the teaching of communicative issues, in this case, normativity. It also requires active engagement by learners in reflective activities, such as the creation of their own conceptual representations as a learning tool to understand ser/estar through the notion of normativity. Data from beginning L2 Spanish learners are presented to illustrate how engaging them in the production of different kinds of graphic representations and verbalizations promotes the internalization of complex grammatical concepts with practical functionality in L2 communication. It is argued that by promoting active reflection and engagement with communicative issues using the concept of normativity, MCE enabled learners to begin to appreciate the pragmatic significance of the concept as expressed in ser/estar.

Author Biographies

  • Eduardo Negueruela-Azarola, Academic and Research Director, Instituto de Lengua y Cultura Españolas (ILCE), Universidad de Navarra

    Eduardo Negueruela-Azarola is the new director of ILCE.

  • Antoni Fernandez Parera, University of Miami

    Antoni Fernández Parera is working on concept-based instruction for the teaching of the Spanish subjunctive to second language learners and Spanish heritage language speakers. His research interests are Sociolinguistics, Language and Dialect Contact, and Second Language Acquisition and Teaching.

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Published

2017-03-14

Issue

Section

Articles

How to Cite

Negueruela-Azarola, E., & Fernandez Parera, A. (2017). Explicit focus on meaning: Mindful conceptual engagement in the second language classroom. Language and Sociocultural Theory, 3(2), 195-218. https://doi.org/10.1558/lst.v3i2.32865