Spanish SLA research, classroom practice, and curriculum design

Research output: Chapter in Book/Report/Conference proceedingChapter

2 Scopus citations

Abstract

The study of second language acquisition (SLA) and its pedagogical practices for fostering learner development are underscored by theoretical premises that reflect both general learning theory and SLA-specific theories. While there is overlap in terms of the basic premises of the theories and their implications for Spanish educators (e.g., constructivism and sociocultural theory), each has uniquely contributed to investigative and instructional practices. In considering the lines of theoretical and applied research that prevail in SLA (and related fields), three general strands impact how we design both our curriculum from the beginning to more advanced levels and individual sequences/tasks. The consideration of curriculum design issues along with (particular) task design issues necessitates an understanding of not only how Spanish educators establish the linguistic and sociolinguistic foundations of communicative competence but also how we promote advanced communicative abilities. The lines of research are (1) the general learning theory of constructivism, (2) psycholinguistics and cognition, and (3) social and sociocultural cognition.

Original languageEnglish (US)
Title of host publicationThe Art of Teaching Spanish
Subtitle of host publicationSecond Language Acquisition from Research to Praxis
PublisherGeorgetown University Press
Pages39-54
Number of pages16
ISBN (Print)9781589011335
StatePublished - Dec 1 2006

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ASJC Scopus subject areas

  • Social Sciences(all)

Cite this

Collentine, J. (2006). Spanish SLA research, classroom practice, and curriculum design. In The Art of Teaching Spanish: Second Language Acquisition from Research to Praxis (pp. 39-54). Georgetown University Press.