ABSTRACT
Background and purpose: Concept-based instruction (C-BI) has been shown to be an effective means of enabling learners to use language effectively and creatively (Lantolf & Poehner, 2014). What is needed, however, is for teacher education programs to prepare teachers to implement instructional programs that take account of C-BI principles in their language classroom. Over several years Esteve has developed the Barcelona Formative Model (BFM), which uses principles of C-BI as an effective means to prepare teachers to implement C-BI in their own classrooms. This chapter (a) outlines the principles of C-BI derived from Vygotsky’s educational theory, (b) describes how these principles have been integrated into the BFM, and (c) analyzes the commentary of teachers who have worked through the BFM and implemented C-BI practices in their own classrooms.
Methods: A cohort of in-service language teachers worked through the BFM and then implemented the C-BI approach to language instruction. The teachers were asked to write reflections and commentary on the impact of the BFM and C-BI on their understanding of language, language learning, and language teaching.
Findings: Teachers changed their understanding of language and communication; they developed a positive attitude toward the use of childhood language(s) as an effective medium of instruction for learning additional languages; they recognized the relevance of explicit teaching in promoting the learning process; they developed an increased sense of confidence and empowerment.
Conclusions: Teacher and learner commentary documented that the BFM had a significant impact on how teachers engage in classroom practice.
Pedagogical suggestions: We recommend that teacher preparation for C-BI requires extensive and intensive preparation through activities that first challenge teachers’ current beliefs about language and about how they carry out language instruction before they engage in actual classroom practice. The procedures are those included in the BFM.
