Implementing concept-based instruction in the heritage language	classroom: A pedagogical proposal

García, Próspero N.

doi:10.21283/2376905x.6.86

Cited by 9 publications

(14 citation statements)

References 23 publications

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“…In addition, van Compernolle and Henery (2014) reported on a study that examined the effects of C‐BLI on the sociopragmatic capacity of L2 learners of French in a US university setting. García (2017) implemented C‐BLI in a Spanish heritage language class for the teaching of the grammatical concept of aspect. He nicely summarized the principles of C‐BLI: First, instructors need to develop pedagogical explanations of the relevant concept; second, they need to formulate a concise visual representation to present the concept holistically; finally, students need to convey their understanding of the concept through written performance or oral verbalizations.…”

Section: Literature Reviewmentioning

confidence: 99%

Concept‐based language instruction and the teaching of citation in English academic writing

Yang

Sang

2023

The Modern Language Journal

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This article reports a teaching project for the purpose of improving the citation ability of second language (L2) graduate students in academic writing through concept‐based language instruction (C‐BLI). “Citation” here refers to writers’ use of external sources in their own writing, which is an important and unique feature of academic writing. However, developing the ability to use citation appropriately and effectively is a difficult process for many L2 novice writers of English. This study attempts to apply C‐BLI in the teaching of citation in order to observe whether it is effective in bringing about changes in the perception and performance of novice academic writers in terms of their use of citation forms and functions. The teaching focused on citation types and functions with creatively designed SCOBAs (schema for complete orienting basis of an action) and activities. To examine the pedagogical impact of C‐BLI, we administered four measurements: questionnaire, interview, test, and revision of previously written research proposals. The four types of data were collected before and after the teaching sessions. Comparative analyses identified positive evidence that indicates the occurrence of changes in the students’ understanding of the complexity of the citation concept as well as their improved practice in the use of citations.

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Section: Literature Reviewmentioning

confidence: 99%

Concept‐based language instruction and the teaching of citation in English academic writing

Yang

Sang

2023

The Modern Language Journal

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“…Another methodology that explicitly addresses how metalinguistic knowledge may be used in the classroom is concept‐based instruction (CBI), where learners use visual‐verbal artifacts to develop conceptual knowledge of the L2, which in turn mediates L2 use (Lantolf & Zhang, ; van Compernolle & Henery, ). For example, García's () recent translational work on CBI in Spanish heritage learner classrooms provides both theoretical grounding and step‐by‐step guidance for practitioners seeking to implement CBI.…”

Section: Translational Research and Sociocognitive Practicesmentioning

confidence: 99%

Why haven't we solved instructed SLA? A sociocognitive account

Toth

Moranski

2018

Foreign Language Annals

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Translating current principles of language learning into effective classroom practice requires a nuanced understanding of the cognitive and social factors that shape how learners engage in instructional activity. In this paper, we identify four principles that represent a current theoretical consensus in the field, which we hope will guide practitioners as they assess their work: (1) All language use is purposeful, but not all language use is meaningful; (2) we learn by doing; (3) metalinguistic knowledge (still) matters; and (4) social contexts co‐construct development. We then critique a common assumption that teachers can seamlessly implement pedagogical recommendations from available professional development opportunities and materials. Although the methods and techniques proposed through professional development may provide examples for implementation, only a deep personal understanding of principles can inform how they are most effectively realized in any local context. It is therefore the responsibility of teacher education and professional development providers to better articulate justifications for their recommendations and explore flexible adaptations in their application. It is also incumbent on researchers and theorists to better understand the realities of practitioners so that the principles they espouse will translate more readily into meaningful recommendations for practice.

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“…Implementar actividades de representación conceptual (aplicadas al concepto de metáfora) inspiradas en la enseñanza basada en conceptos (Concept Based Instruction) que ayuden al desarrollo de dicha consciencia creativa metafórica de los estudiantes. Tomando inspiración en los esquemas de orientación (SCOBAs) ideados por Gal'perin (Haenen, 2001;Esteve et al, 2021;García, 2017;Negueruela, 2003;Williams et al, 2013), se buscar explorar su uso como herramientas de apoyo para orientar la acción de los estudiantes en sus producciones en español.…”

Section: íNdice De Figurasunclassified

“…Las dos principales inspiraciones pedagógicas para el diseño de la intervención -la pedagogía de las multiliteracidades (Kern, 2000(Kern, , 2015New London Group, 1996;Cope & Kalantzis, 2015) y la instrucción conceptual EBC/CBI (Lantolf & Poehner, 2006;Negueruela, 2003;García, 2017)-comparten un entendimiento del aprendizaje no lineal y resultan coherentes con la aproximación ecológica de esta investigación. Encuadrada dentro del paradigma sociocultural, la pedagogía de las multiliteracidades concibe el aprendizaje como un 'proceso activo de creación de significado' que denominan 'aprendizaje mediante diseño' (del inglés Learning by design, refiriéndose al concepto que fundamenta la teoría de la semiótica social de Kress (diseño 67 ), encuadrado en un contexto social y no como algo (sic.)…”

Section: Aproximaciones a La Enseñanzaunclassified

“…Este tipo de enseñanza ha mostrado un uso creciente en el ámbito de la L2 desde la aparición de la tesis doctoral de Negueruela en 2003 (Vílchez, 2021). Se han llevado a cabo investigaciones de EBC/CBI aplicadas a conceptos gramaticales del español como: el aspecto (Negueruela, 2003;García, 2012;Yáñez-Prieto, 2008), el modo (Negueruela Azarola & Fernández Parera, 2016;Fernández-Parera, 2018), los elementos de la conversación oral (Vílchez, 2021) o los verbos de movimiento (Mora & Negueruela-Azarola, 2015). En su artículo sobre el diseño e implementación de SCOBAs para la formación sociocultural de profesores de L2, Esteve et al…”

Section: La Enseñanza Basada En Conceptosunclassified

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Consciencia metafórica y narración digital (digital storytelling) en español / L2

Peña

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La presente tesis tiene un doble objetivo: documentar (1) el desarrollo de la consciencia metafórica creativa y (2) la implementación de un curso de escritura creativa centrado en la narración digital (digital storytelling) (Lambert, 2018) para fomentar el aprendizaje de español L2. Para llevar a cabo este cometido, se diseña e implementa una intervención que parte del enfoque cognitivo de la teoría de la metáfora conceptual (Lakoff & Johnson, 1980) y de una visión ecológica del aprendizaje y la investigación (van Lier, 2004). La propuesta didáctica, inspirada en la enseñanza basada en conceptos (Negueruela, 2003) y en la pedagogía de las multiliteracidades (Cope & Kalantzis, 2015), combina actividades de representación conceptual con la observación de expresión metafórica en distintos textos y géneros, así como en el paisaje lingüístico. El entorno de inmersión se aprovecha asimismo para que los estudiantes ideen conexiones metafóricas personales y las plasmen en un proyecto de narración digital multimodal. De todos los participantes y datos recogidos, esta investigación selecciona dos casos de estudio prototípicos y analiza longitudinal y cualitativamente sus cuestionarios, diarios, narraciones digitales y entrevistas. Se triangulan tres tipos de datos conceptuales relativos a las definiciones, representaciones y la expresión metafórica en las producciones. A dicha triangulación se añaden el cruce de los dos casos de estudio y la revisión de los participantes. Los resultados de ambos estudiantes muestran una ampliación del concepto de metáfora y mayor agentividad en el empleo de expresión metafórica creativa en español/L2.

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Implementing concept-based instruction in the heritage language classroom: A pedagogical proposal

Cited by 9 publications

References 23 publications

Concept‐based language instruction and the teaching of citation in English academic writing

Concept‐based language instruction and the teaching of citation in English academic writing

Why haven't we solved instructed SLA? A sociocognitive account

Consciencia metafórica y narración digital (digital storytelling) en español / L2

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