Using concept-based instruction in the L2 classroom: Perspectives from current and future language teachers

Abstract

A number of recent studies (see, for example, Lantolf, 2010; Negueruela & Lantolf, 2006; van Compernolle, 2011) have focused on the use of learning tools developed according to the principles of concept-based instruction (CBI). Using videorecorded data from interviews and observations of classroom instruction, our study seeks to contribute to the CBI research by examining the implementation of this framework from the perspectives of pre-service and novice teachers of French and Spanish. Therefore, the overarching goal of this study is to understand how and to what extent teachers embrace or reject a pedagogical approach that does not necessarily align with a textbook’s explanation of a grammar point. We have chosen to focus on the teaching of verbal aspect since textbooks for learners of both French and Spanish typically present rules of thumb for learning past tense use without explaining the systematic concept of verbal aspect. The case studies presented in this article demonstrate that – in some instances and for a variety of reasons – experienced, novice, and pre-service teachers prefer materials, techniques, and approaches that are more familiar, albeit not as potentially beneficial for learners.