ABSTRACT
The present chapter proposes to transcend the notion of developing linguistic system as deployed in interlanguage studies by formulating the notion of the development of the learner as a socially situated person through language. This notion, advanced in interlanguage pragmatics (ILP) studies, is a response to the pedagogical needs that arise in contexts where the L2 is typologically distant from the L1 and the forms of pedagogic collaboration differ. The chapter also explores the link between communication activity and personal and linguistic development, and proposes an analytical framework of development which can guide teachers and facilitate curriculum and instructional design. Finally, we offer examples of practical teaching applications for Spanish FL/L2 based on Japanese Higher Education contexts.
