ABSTRACT
This chapter focuses on the importance of scientific concepts for the development of verbal thought. It contrasts conceptual instruction, which is inspired by SCT principles, with the explicit, metalinguistic, and rule-based models of instruction that are typical of conventional L2 teaching methods. From a SCT perspective, communicative development implies conceptual development and is the result of the creation, reorganization, and conscious transformation of concepts through their use and application in communicative and conceptual reflection tasks. The fundamental principles of Concept-Based Instruction (CBI) are described, and a practical example of a recent study is provided to illustrate the implementation of the concept of [± experience] to teach the differences between indicative and subjunctive moods in an L2 class. Finally, the chapter provides ideas for future development in CBI as well as a list of recommended readings on SCT-inspired teaching-learning and assessment of L2.
