Eduardo Negueruela‐Azarola
Biographic Data
| ID | 6480405 |
|---|---|
| NAME | Eduardo Negueruela‐Azarola |
| GIVEN NAMES | Eduardo |
| FAMILY NAME | Negueruela‐Azarola |
| SIGNATURE | AZAROLA E N |
| AFFILIATIONS | University of Miami |
| ORCID | 0000-0002-1076-0260 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 13 |
| WORKS AS AUTHOR | 7 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2004 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Internalization in Second Language Acquisition
A social perspective to teaching and learning a second language in the field of second language acquisition (SLA) utilizes the notion of internalization to capture both the social origin of learning—even in private settings—and the non‐mechanistic or simplistic quality of the processes involved in learning and communicating in new languages (Lantolf & Thorne, 2006; Lantolf & Poehner, 2008).
Thinking-for-speaking patterns in the L2 classroom
Inspired by sociocultural psychology principles applied to understanding language learning and conceptual development, this participatory action research illustrates a pedagogical intervention to teach motion events as conceptual categories in the Second Language (L2) classroom. The goal is to develop and implement conceptual engagement tasks that promote mindful understanding, application, and internalization of motion events as productive conce…
Explicit focus on meaning
Against the backdrop of discussions in instructed SLA concerning form-focused versus meaning-focused L2 instruction, a framework we refer to as Mindful Conceptual Engagement (MCE) is proposed as a feature of Vygotskian concept-based instruction. In this paper, specific attention is given to the pragmatic relevance of ser/estar in Spanish discourse. The implementation of the MCE approach to teaching concepts starts with the development of pedagogi…
Changing reasons as reasoning changes
This narrative interview study of a Spanish learner documents and explains apparent contradictions in a student's story when reporting on why she continues to take Spanish even when she does not like it or perform well in foreign language courses. A dialectical approach to human activity based on sociocultural theory is used to make sense of her reasoning by proposing an alternative understanding of second language classroom motivation. It is pro…
Beliefs as conceptualizing activity
Blogs in Spanish beyond the classroom
This chapter explores pedagogical uses of blogs written in Spanish and available in the web as productive digital moments that expand and reorganize the second language (L2) learning experience. Using Sociocultural Theory (SCT) c(see Lantolf & Thorne, 2006) as an explanatory framework to understand L2 written and oral communication, I consider the importance of mindful cattention for development (see Salomon, 1991) and present two metaphors c(exp…
The “private function” of gesture in second language speaking activity
This article examines Slobin's concept of thinking for speaking (TFS) in the gesture/speech interface of advanced L2 speakers of English and Spanish. The focus is on the use of motion verbs in the respective languages. English, a satellite‐framed language, encodes manner of motion in the verb and indicates path of motion on satellite phrases (e.g. The frog leaped out of the boy's pocket ). Spanish, a verb‐framed language, encodes path, and only r…
The “private function” of gesture in second language speaking activity
This article examines Slobin's concept of thinking for speaking (TFS) in the gesture/speech interface of advanced L2 speakers of English and Spanish. The focus is on the use of motion verbs in the respective languages. English, a satellite‐framed language, encodes manner of motion in the verb and indicates path of motion on satellite phrases (e.g. The frog leaped out of the boy's pocket ). Spanish, a verb‐framed language, encodes path, and only r…
Beliefs as conceptualizing activity
The “private function” of gesture in second language speaking activity
This article examines Slobin's concept of thinking for speaking (TFS) in the gesture/speech interface of advanced L2 speakers of English and Spanish. The focus is on the use of motion verbs in the respective languages. English, a satellite‐framed language, encodes manner of motion in the verb and indicates path of motion on satellite phrases (e.g. The frog leaped out of the boy's pocket ). Spanish, a verb‐framed language, encodes path, and only r…
Blogs in Spanish beyond the classroom
This chapter explores pedagogical uses of blogs written in Spanish and available in the web as productive digital moments that expand and reorganize the second language (L2) learning experience. Using Sociocultural Theory (SCT) c(see Lantolf & Thorne, 2006) as an explanatory framework to understand L2 written and oral communication, I consider the importance of mindful cattention for development (see Salomon, 1991) and present two metaphors c(exp…
Changing reasons as reasoning changes
This narrative interview study of a Spanish learner documents and explains apparent contradictions in a student's story when reporting on why she continues to take Spanish even when she does not like it or perform well in foreign language courses. A dialectical approach to human activity based on sociocultural theory is used to make sense of her reasoning by proposing an alternative understanding of second language classroom motivation. It is pro…
Beliefs as conceptualizing activity
Explicit focus on meaning
Against the backdrop of discussions in instructed SLA concerning form-focused versus meaning-focused L2 instruction, a framework we refer to as Mindful Conceptual Engagement (MCE) is proposed as a feature of Vygotskian concept-based instruction. In this paper, specific attention is given to the pragmatic relevance of ser/estar in Spanish discourse. The implementation of the MCE approach to teaching concepts starts with the development of pedagogi…
Thinking-for-speaking patterns in the L2 classroom
Inspired by sociocultural psychology principles applied to understanding language learning and conceptual development, this participatory action research illustrates a pedagogical intervention to teach motion events as conceptual categories in the Second Language (L2) classroom. The goal is to develop and implement conceptual engagement tasks that promote mindful understanding, application, and internalization of motion events as productive conce…
Internalization in Second Language Acquisition
A social perspective to teaching and learning a second language in the field of second language acquisition (SLA) utilizes the notion of internalization to capture both the social origin of learning—even in private settings—and the non‐mechanistic or simplistic quality of the processes involved in learning and communicating in new languages (Lantolf & Thorne, 2006; Lantolf & Poehner, 2008).
Psychology (6 works) · Computer Science (5 works) · EFL/ESL Teaching and Learning (4 works) · Linguistics (4 works) · Sociology (4 works) · Language, Discourse, Communication Strategies (3 works) · Language, Metaphor, and Cognition (3 works) · Mathematics education (3 works) · Pedagogy (3 works) · Artificial Intelligence (2 works)