Sociocultural theory and the language classroom

Negueruela–Azarola, Eduardo; García, Próspero N.

doi:10.4324/9781315676203-26

Cited by 7 publications

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“…These efforts align with social interactionist theory based on the socio‐cultural theory (Vygotsky, 1978), which emphasizes social interaction as a source of language development in culturally constructed settings (e.g., schools and homes). The theory suggests that frequent exposure to contingent back‐and‐forth communication with linguistically more capable individuals is foundational for language acquisition, including second language learning (Negueruela‐Azarola & García, 2016).…”

Section: Introductionmentioning

confidence: 99%

Preschool language exposure and use: A comparison study of dual‐language learners and English monolingual children

Choi

Pay

Beecher

2023

Infant and Child Development

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This study explored the language experiences of dual language learners (DLL; n = 19) and English monolinguals (EM; n = 13) in preschool classrooms where English is the primary language of instruction and many home languages are present. Using the Language ENvironment Analysis™ system as a primary tool, we quantitatively analysed an average of 34 hours of recordings collected over 5–8 days for each participating child (Mage = 52 months) in six classrooms. Results showed that, during a typical preschool day, DLLs spoke as much as EMs but received less adult talk overall and had more 5‐min segments with zero adult–child conversations than their EM peers. Follow‐up analyses revealed that teachers generally talked less when children initiated the conversations than when adults initiated the conversations, and this pattern was particularly evident for DLLs. Study implications and future research are discussed.

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Section: Introductionmentioning

confidence: 99%

Preschool language exposure and use: A comparison study of dual‐language learners and English monolingual children

Choi

Pay

Beecher

2023

Infant and Child Development

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“…En el plano educativo (de ELE, L2), se debería fomentar este tipo de consciencia significativa mediante la realización de proyectos o actividades que impliquen manipulación conceptual y creatividad por parte de los estudiantes (Negueruela-Azarola, 2020;Negueruela & Gavela, 2024;Yáñez-Prieto, 2008). A partir de esta premisa, se diseña la intervención de esta tesis, inspirada en la EBC/CBI y en la pedagogía de las multiliteracidades, enfoques de enseñanza cuyos rasgos esenciales se describen a continuación.…”

Section: Consciencia Creativa Metafóricaunclassified

“…En este sentido y en el contexto sociocultural de la inmersión, la ND se concibe como una herramienta psicológica que puede mediar el desarrollo de los estudiantes de L2 a través de las posibilidades creativas y de profunda reflexión sobre su identidad (Negueruela-Azarola & Gavela, 2024). Ahondando en el aspecto digital, Olher (2013: 14) proclama que la tecnología (digital) es una de las mayores herramientas de amplificación de la imaginación y la creatividad creadas y que, hasta el momento (2013), la ND es la actividad que más efectivamente permite a los estudiantes combinar diseño, creatividad, reflexión, pensamiento crítico y creativo y tecnología.…”

Section: Repercusión De La Narración Digital En El áMbito Educativo (...unclassified

“…En un plano amplio, resulta relevante cómo el desarrollo de actividades creativas en ELE que promuevan la activación de la onto meta conciencia revierte en la exploración sobre la identidad en el presente (being) pero también sobre su proyección en el futuro (becoming) (Negueruela & Gavela, 2024;Cross, 2012), beneficiando la autoestima de los aprendientes (no solo como hablantes de ELE sino desde una visión integral de la persona).…”

Section: Objeto De Estudiounclassified

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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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“…Rather than teaching such rules, CBPI emphasises the understanding of systematic schemas that influence one's ways of communicating (Morollón Martí, 2021). This is done by encouraging learners to reflect on pragmatic phenomena and to articulate their observations (Negueruela-Azarola & García, 2016). Accordingly, metapragmatic awareness in CBPI refers to knowledge of how choice of language forms draws on broader cultural and ideological concepts, such as social values and presentations of self (van Compernolle & Kinginger, 2013).…”

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confidence: 99%

The Effect of Instructed Intercultural Pragmatics on the Metapragmatic Awareness and Interactional Competence of Tertiary Indonesian EAL Learners

Pramastiwi

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<p><strong>Intercultural communicative competence (ICC) is a widely recognised goal for learners of English as an additional language (EAL). An important aspect of ICC is understanding how communication is shaped by cultural expectations (i.e., metapragmatic awareness). However, in some teaching contexts, such as the university in which the current study was based, there is little focus on raising metapragmatic awareness beyond native-speaker norms. This approach may limit the opportunities available to learners to develop ICC. This situation led me to design a novel pedagogic intervention named instructed intercultural pragmatics (IIP), which draws from McConachy’s (2018) view of metapragmatic awareness and task-based language teaching. This approach aimed to foster the metapragmatic awareness and interactional competence of the Indonesian EAL learners in the study. The research was situated in an English conversation course at a private Indonesian university and was conducted in two phases. Phase 1, a situation analysis, examined the learners’ interactional needs and whether the existing instructional approach was congruent with these needs. The curriculum was analysed, and two program directors, four teachers, four learners, and three graduates were interviewed. Analysis of the syllabus, textbook materials, and teacher interviews showed an emphasis on learning pragmatic rules and memorising expressions from monolingual native-speaker discourse. In contrast, analysis of learner and graduate interviews showed their perceived need for pluricultural competence. These findings suggest that the instructional approach insufficiently addressed the learners’ interactional and intercultural needs. Drawing on these findings, Phase 2 investigated the impact of an IIP intervention on intercultural learning outcomes (metapragmatic awareness and interactional competence) using a quasi-experimental design. Three intact classes were assigned to one of three conditions: an IIP treatment emphasising reflexive metapragmatic discussion (n = 20), reflective metapragmatic discussion (n = 23), or a comparison group which followed the conventional teaching approach (n = 20). Data were triangulated from multiple sources: an appropriateness judgment questionnaire, exit slips, roleplays, and stimulated recalls. The questionnaire measured perceptions towards pragmatic utterances ranging in politeness and indirectness before and after the intervention. Results showed that the reflective group’s perceptions moved significantly closer to an English monolingual group, whereas no significant change was observed in the other groups. Results from the 190 exit slips, which gathered perceptions towards the lessons, showed that the reflexive and reflective groups made more frequent references to cultural aspects of the lessons when compared to the comparison group. Roleplays and stimulated recalls captured interactional competence before and after the intervention. A comparison of the pre- and post-data showed that the reflexive and reflective groups used a wider range of indirect conversation strategies after the intervention, while the comparison groups remained focused on following pragmatic rules. These findings cohere to suggest that an IIP intervention had a positive impact on learners’ metapragmatic awareness and interactional competence. Pedagogically, this study showed how a novel instructional intervention (IIP) was developed and implemented in two modes (reflexive and reflective). While the results showed positive learning outcomes for both reflexive and reflective modes, there were clear differences in the specific learning outcomes. The reflexive class became more aware of how culture informed their personal pragmatic practice, whereas the reflective class expanded their pragmatic repertoire. These findings provide guidance for teachers wishing to develop different aspects of intercultural communicative competence. Further, these results add to the growing empirical evidence supporting theoretical claims advocating for an intercultural stance in instruction on L2 pragmatics.</strong></p>

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Sociocultural theory and the language classroom

Cited by 7 publications

References 0 publications

Preschool language exposure and use: A comparison study of dual‐language learners and English monolingual children

Preschool language exposure and use: A comparison study of dual‐language learners and English monolingual children

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

The Effect of Instructed Intercultural Pragmatics on the Metapragmatic Awareness and Interactional Competence of Tertiary Indonesian EAL Learners

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