ABSTRACT
The theoretical base of the study is grounded in both the cultural-historical tradition and Bernstein's code theory (CT). The intention is to recontextualise the second language acquisition (SLA) notion of communicative language teaching (CLT) pedagogy by providing a language of description that takes into account Vygotsky's sociogenetic notion of development as well as Bernstein's ideas on orientation to meaning with the purpose of understanding how subjects take and co-configure these pedagogies according to their social position.
