ABSTRACT
This chapter explores the role of concept-based instruction (CBI) in the second language (L2) classroom paying special attention to the transformative value of learners’ conscious conceptual manipulations (CCM) in fostering the development and internalization of conceptual categories of meaning as mental tools to mediate L2 communication. CBI, as originally developed by Negueruela (2003) based on Gal’perin’s (1992a) systemic theoretical instruction and Vygotsky’s (1986) distinction between scientific and spontaneous knowledge, is a pedagogical approach where learners actively interact with concepts in a significant, coherent, and systematic manner, and where the materialization, manipulation, and transformation of their conceptual understandings are essential to effectively promote L2 learning and development. The chapter begins by situating the historical origins of CBI within sociocultural theory (SCT), linking it to Vygotsky’s proposals, and explaining the key constructs that support this pedagogical approach. Then it reviews the most relevant applications of CBI for the L2 classroom, focusing on those that underscore the importance of teaching grammatical concepts as systematic and goal-oriented activity, and their connection to L2 conceptual development and internalization (Vygotsky, 1978, 1986). To conclude, the chapter examines the role of CCM as an essential process to promote L2 conceptual development as a socially-mediated and transformative process.
