Abstract
The study of second language acquisition (SLA) and its pedagogical practices for fostering learner development are underscored by theoretical premises that reflect both general learning theory and SLA-specific theories. While there is overlap in terms of the basic premises of the theories and their implications for Spanish educators (e.g., constructivism and sociocultural theory), each has uniquely contributed to investigative and instructional practices. In considering the lines of theoretical and applied research that prevail in SLA (and related fields), three general strands impact how we design both our curriculum from the beginning to more advanced levels and individual sequences/tasks. The consideration of curriculum design issues along with (particular) task design issues necessitates an understanding of not only how Spanish educators establish the linguistic and sociolinguistic foundations of communicative competence but also how we promote advanced communicative abilities. The lines of research are (1) the general learning theory of constructivism, (2) psycholinguistics and cognition, and (3) social and sociocultural cognition.
Original language | English (US) |
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Title of host publication | The Art of Teaching Spanish |
Subtitle of host publication | Second Language Acquisition from Research to Praxis |
Publisher | Georgetown University Press |
Pages | 39-54 |
Number of pages | 16 |
ISBN (Print) | 9781589011335 |
State | Published - 2006 |
ASJC Scopus subject areas
- General Social Sciences