ABSTRACT
This chapter proposes to broaden the conceptualization of learning as individual acquisition of knowledge by examining the sociocultural nature of learning and its connection with development in the Spanish FL/L2 classroom. To this end, we examine the notions of learning and development in SLA and SCT and explore how Vygotsky’s Zone of Proximal Development structures the teaching-learning process as a social activity linked to personal development, contrasting formalistic proposals based on comprehensible and structured input such as i + 1. Next, we introduce obuchenie as a collaborative pedagogical activity to construct meaning and explore the methodological implications of incorporating didactic models based on these ideas. We conclude by proposing a concrete pedagogical model to integrate concept-based instruction in the classroom and by discussing future directions for its investigation and implementation.
