12 Verbalizing in the Second Language Classroom: Exploring the Role of Agency in the Internalization of Grammatical Categories

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

“…An SCT approach to HL education sees HLLs as socio--historical beings whose agency and identity are mediated by their experiences and social interactions, both inside and outside of the classroom (García, 2014). As such, it seems imperative to move away from traditional pedagogical models based on rules and repetition and to embrace those that empower learners and foster their agency as they co--construct, transform, and co--own their learning experiences.…”

“…However, while spontaneous concepts facilitate the internalization of new knowledge, they are difficult to generalize due to their lack of systematicity (Wertsch, 2007). In the L2/HL classroom this is seen in learners' and teachers' use of "rules of thumb", which use observations and situated contexts to engage with complex grammatical notions (García, 2014;Negueruela & Lantolf, 2006;van Compernolle, 2014). This type of simplified rules includes recommendations such as "always use the imperfect in Spanish when an action is repeated in the past", or "use preterite when an action happens only once" (see Whitley, 2002 for a complete review).…”

“…In L2 English, studies have examined C--BI for teaching locative prepositions (White, 2012) and sarcasm (Kim, 2013); in L2 Chinese, tense (Lai, 2012) and topicalization (Zhang, 2014); and in German, declensions (Walter & van Compernolle, 2015). In the Spanish L2 classroom, C--BI has been used to explore aspect, tense, and mood (Negueruela, 2003(Negueruela, , 2008; locative prepositions (Serrano--López & Poehner, 2008); the development of literary metaphor (Yáñez--Prieto, 2008); the use of motion events as mediational tools for giving directions (Aguiló--Mora & Negueruela, 2015); the sociopragmatics of self--representation, social distance, and power applied to tú/usted (van Compernolle, Webber, & Gomez--Llaich, 2016); and the concept of aspect applied to the relationship between Spanish preterite and imperfect tenses (Gánem--Gutiérrez 2016; García, 2012García, , 2014Negueruela, 2003;Polizzi, 2013).…”

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“…The field of Spanish heritage language (SHL) education has traditionally focused on two key areas of the HL classroom: the implementation of fair assessment tools capable of evaluating such a heterogeneous GARCÍA E--JournALL 4(1) (2017), pp. 1-19 4 with complex grammatical notions (García, 2014;Negueruela & Lantolf, 2006;van Compernolle, 2014). This type of simplified rules includes recommendations such as "always use the imperfect in Spanish when an action is repeated in the past", or "use preterite when an action happens only once" (see Whitley, 2002 for a complete review).…”

“…In L2 English, studies have examined C--BI for teaching locative prepositions (White, 2012) and sarcasm (Kim, 2013); in L2 Chinese, tense (Lai, 2012) and topicalization (Zhang, 2014); and in German, declensions (Walter & van Compernolle, 2015). In the Spanish L2 classroom, C--BI has been used to explore aspect, tense, and mood (Negueruela, 2003(Negueruela, , 2008; locative prepositions (Serrano--López & Poehner, 2008); the development of literary metaphor (Yáñez--Prieto, 2008); the use of motion events as mediational tools for giving directions (Aguiló--Mora & Negueruela, 2015); the sociopragmatics of self--representation, social distance, and power applied to tú/usted (van Compernolle, Webber, & Gomez--Llaich, 2016); and the concept of aspect applied to the relationship between Spanish preterite and imperfect tenses (Gánem--Gutiérrez 2016;García, 2012García, , 2014Negueruela, 2003;Polizzi, 2013).…”