Promoting Student Autonomy and the Co-creation of the L2 Class Through Linguistic Theory


In this paper, I will present ways in which linguistic theory can be combined with appropriate teaching methods in order to further develop learner’s independence and promote the co-construction of methodologies for the L2 class. For this purpose, I will refer to the use of some key concepts from Discourse Analysis, Pragmatics and Sociolinguistics and describe how they were used in a seminar focused on the use of Spanish in different contexts. I will stress how the combination of theoretical Linguistics and current innovative pedagogical approaches can be interlinked to achieve, not only more skilled language students, but also more skilled teachers. Through many aspects of the communicative approach have been included in the teaching of Spanish in the UK, I believe that, more generally, a change is needed within our educational culture: I suggest that the incorporation of these and other theoretical concepts when teaching the use of language may be beneficial for learners, as long as it is applied in conjunction with a student centered and cumulative approach, as well as constructive alignment, between other teaching methods. I propose that this change in perspective has the potential of helping to develop a more reflective, dynamic and flexible pedagogy of a second language, where learners and educators co-produce the process of teaching and learning.

Author Information
Luzia Dominguez, Cardiff University, United Kingdom

Paper Information
Conference: ECLL2019
Stream: Professional development

This paper is part of the ECLL2019 Conference Proceedings (View)
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Posted by James Alexander Gordon