Concept-Based Language Instruction with Gal'perin's verbalization phases¶

Element · All elements
Evidence · no claims cited

Description¶

Concept-Based Language Instruction is a classroom approach SCT-L2 researchers have investigated for about 15 years, based on P. Gal'perin's educational model. It integrates two verbalization phases: one in which "learners explain to other individuals such as peers or even the teacher, their understanding of a particular language concept", and another in which students explain the concept to themselves. Lantolf frames the first as interpersonal and the second as intrapersonal communication/thinking; Merrill Swain labeled these communication-oriented phases as focused on internalizing conceptual knowledge rather than typical social interaction.

Design Implications¶

Context¶

Requirements¶

• Presentation of a language concept in class followed by both interpersonal and intrapersonal verbalization phases

Constraints¶

• Research to date covers grammar, pragmatics, and some reading and writing, but Lantolf is unaware of C-BLI research on pronunciation or vocabulary

Target Learners¶

• second language learners in ordinary L2 classroom settings

Target Learning Goals¶

• internalization of conceptual knowledge of the target language, including grammar and pragmatics

Related Elements¶

Examples¶

• Pursue SCT-L2 research on L2 as a psychological tool, the teaching-learning dialectic, Dynamic Assessment, and comparative theory work

Key Sources¶

• Karimi-Aghdam, S., & Lantolf, J. P. (2020). Dialectical Emergence of Language and Consciousness in Society: An Interview with Professor James P. Lantolf. The Journal of Applied Linguistics and Applied Literature: Dynamics and Advances, 8(2), 3-21. https://eric.ed.gov/?id=ED610078