1. Cognitive linguistics, Sociocultural Theory and language teaching: Introduction

Masuda, Kyoko; Arnett, Carlee

doi:10.1515/9781614514442-003

Cited by 6 publications

(3 citation statements)

References 16 publications

(22 reference statements)

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“…In contemporary psychology, “the still-murky definition of cultural competence continues to stymie efforts to properly design [empirical research] studies in this area” (DeAngelis, 2015, p. 69). The CBT third wave researchers have also faced challenges with integrating multicultural competency into mindfulness-based protocols for treatment (Masuda, 2014) and “have now begun to acknowledge the benefits of a holistic approach” (p. 2). The third wave incorporation of a holistic perspective in culturally based therapy bespeaks its convergence with a PHP paradigm.…”

Section: “Foundations” For Mindful Cultural and Contextual Attentiven...mentioning

confidence: 99%

The integrated heart of cultural and mindfulness meditation practice in existential phenomenology and humanistic psychotherapy.

Felder¹,

Robbins²

2016

The Humanistic Psychologist

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At this time, it does not appear that existential phenomenology and humanistic psychology (PHP) have formed inclusive, process-oriented frameworks that reference the sociocultural and contextual significations embedded in the flow of everyday human experience. And yet apart from the welcome variety of psychotherapy approaches comprising PHP, the founding existential phenomenological and humanistic thinkers had already addressed cultural issues in their writings. In addition, these same founding thinkers had already developed mindfulness meditation perspectives well ahead of the mindfulness-based cognitive-behavioral therapy third wave. This article considers the link between PHP's emphasis on attuned mindfulness and meditative sociocultural awareness as part of an emerging mindful and multicultural humanistic-existential psychotherapy (MMHEP) approach. MMHEP fluidly supports both mindfulness and meditative attunement to clients' culture-near or context-near experiences as part of an experience-near attentiveness to the groundless ground of experience. By reuniting the landscape of "inward" possibilities for bare and present moment mindfulness with the meditative awareness of "outer" sociocultural realms, a client may integratively connect with a greater sense of wholeness as a sociocultural-being-in-the-world.

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Section: “Foundations” For Mindful Cultural and Contextual Attentiven...mentioning

confidence: 99%

The integrated heart of cultural and mindfulness meditation practice in existential phenomenology and humanistic psychotherapy.

Felder¹,

Robbins²

2016

The Humanistic Psychologist

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“…to learn and develop new skills in order to meet these higher standards (Negueruela-Azarola & Garcia, 2016). The Socio-Cultural Theory (henceforth, SCT) offers a unique approach that relies on diverse conceptions of human development emphasizing the integrated nature of individual elements in the learning process (Masuda & Arnett, 2015). During interactions with others, the L2 learner has access to language forms and functions that are normally exclusively accessible to the latter.…”

Section: Introductionmentioning

confidence: 99%

The Contribution of Vygotsky’s Sociocultural Theory in Mediating L2 Knowledge Co-Construction

Alkhudiry

2022

tpls

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Vygotsky’s Socio-Cultural Theory (SCT) emphasizes the role of meaningful human interaction as playing an effective role in language learning, especially in L2 development. The aim of this paper is to synthesize the main concepts of SCT and to show how it may help to enhance L2 learning practices. A critical review of Vygotsky’s Socio-Cultural Theory suggests that human mental performance is basically a process arranged by concepts, social objects, and activities. Learning is, then, seen as an interactive process, representing the learner’s final output in practical community. Applying the Socio-Cultural Theory in practice can be the more suitable approach to provide an all-encompassing framework in which L2 learners can be engaged in various collaborative learning activities for L2 language learning. L2 learners' interaction with various language activities seems to have instructional implications on their cognitive progress and consequently, this can reflect positively on their L2 language performance, leading to meaningful and constructivist L2 learning experience. The critical overview of the SCT in this paper recommends encouraging the use of collaborative techniques that integrate both instructors and L2 learners with the socio-cultural norms that can help exploit the full potential for a successful L2 learning experience.

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“…Sociocultural(Masuda, Arnett y Labarca, 2015) se trabaja con elementos multimodales y esquemas conceptuales, mapas mentales o dibujos personales porque ayudan al desarrollo cognitivo de los aprendientes a través de la mediación de la representación gráfica, que permite una mejor internalización de los nuevos conceptos de la L2. Castañeda Castro (2012) también señala que la incorporación de material multimodal a la enseñanza de ELE muestra cómo «las palabras y estructuras utilizadas por el hablante permiten al oyente crear representaciones e imágenes, no de manera aislada o abstracta, sino dentro del contexto del discurso dinámico» (CastañedaCastro, 2012, p. 260).…”

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Compatibilidad de la Lingüística Cognitiva Aplicada con la enseñanza de ELE. Apuntes desde el aula

Llopis-García

2023

RSEL

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Desde principios de los 2000, la Lingüística Cognitiva Aplicada se ha ido posicionando como un acercamiento pedagógico de interés, con una popularidad en aumento tanto en el campo teórico y empírico, como en las aulas de la enseñanza del español como lengua extranjera (ELE). Muchos de los conceptos centrales, basados en la experiencia sensorial humana e influenciados por la cultura de las comunidades discursivas (y menos por restricciones prescriptivas de la lengua), ofrecen un aprendizaje motivado, más centrado en el uso y menos en la lengua como objeto de estudio. Si entendemos el lenguaje como corporeizado y emergente de la interacción física del ser humano con su entorno, podemos considerar el aprendizaje de L2 como menos extranjero y más accesible, puesto que promover la reflexión lingüística normaliza el razonamiento interlingüístico y mejora el pensamiento crítico para que los estudiantes establezcan conexiones razonadas entre los idiomas que conocen y los que aprenden. En este artículo se considerarán algunos de los principios clave, como los prototipos, la competencia metafórica o la corporeización, entre otros, para entender cómo se aplican a la instrucción de aspectos gramaticales del español/L2 y a sus materiales.

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1. Cognitive linguistics, Sociocultural Theory and language teaching: Introduction

Cited by 6 publications

References 16 publications

The integrated heart of cultural and mindfulness meditation practice in existential phenomenology and humanistic psychotherapy.

The integrated heart of cultural and mindfulness meditation practice in existential phenomenology and humanistic psychotherapy.

The Contribution of Vygotsky’s Sociocultural Theory in Mediating L2 Knowledge Co-Construction

Compatibilidad de la Lingüística Cognitiva Aplicada con la enseñanza de ELE. Apuntes desde el aula

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