Concept-Based Learning and Language Acquisition Models
1. Language Learning and Additional Language Acquisition
Learning in a Language Other Than the Mother Tongue
Learning in a language other than the mother tongue involves a higher cognitive effort, as learners already possess a first language (L1) that influences the learning of the second or foreign language (L2). This influence can be positive (transfer of skills) or negative (interference or fossilization).
Learners must develop not only linguistic competence but also academic language and the ability to use language meaningfully in different contexts. Therefore, interaction, exposure to input, and opportunities for output are essential. Learning is more effective when language is used as a tool for communication, not only as an object of study.
Learning English as a Foreign Language Through Inquiry
Inquiry-Based Learning allows students to learn English by asking questions, exploring topics, and reflecting on their learning. Language is learned through use, as students need English to investigate, collaborate, and communicate ideas.
This approach increases motivation and engagement, promotes autonomy, and helps learners develop both language skills and thinking skills at the same time. English becomes a means to construct knowledge, not an end in itself.
2. Fundamentals of Inquiry
Why Inquiry Is Important
Inquiry is important because it promotes deep and meaningful learning. Instead of memorizing information, students actively construct knowledge by questioning, researching, and making connections.
Inquiry-based learning develops critical thinking, problem-solving skills, and learner autonomy. Students become active participants, while teachers guide and support the learning process.
How to Build Inquiry in the Classroom
Inquiry is built by using open-ended questions, designing authentic tasks, encouraging collaboration, and promoting reflection. The classroom becomes a space for dialogue, exploration, and shared learning.
The teacher’s role changes from transmitter of knowledge to facilitator or guide, providing scaffolding when necessary and helping students reflect on their learning.
Units of Instruction
Units of instruction in inquiry-based learning are organized around key concepts, inquiry questions, and clear learning objectives. They integrate content, language, and skills, allowing students to see connections and transfer knowledge to new situations.
Performing Understanding
Performing understanding means that students demonstrate what they have learned through projects, presentations, discussions, or problem-solving tasks. Understanding is shown through application, not through repetition or memorization.
Inquiry with Special Needs
Inquiry-based learning is inclusive because it allows flexibility in pace, learning styles, and forms of expression. Through scaffolding, differentiation, and support, students with special educational needs can actively participate and succeed.
3. Introducing the Concept-Based Model
Two-Dimensional and Three-Dimensional Model
Traditional education often follows a two-dimensional model, focused on facts and skills. The Concept-Based Model adds a third dimension: concepts.
The three-dimensional model includes:
- Facts (specific information)
- Skills (what students can do)
- Concepts (big ideas that are transferable)
This model promotes deeper understanding and transfer of learning.
The Structure of Knowledge
Knowledge is structured in three levels:
- Facts: concrete and specific information
- Concepts: abstract ideas that organize facts
- Generalizations: statements that explain relationships between concepts
Concepts help students understand beyond isolated facts and apply learning to new contexts.
The Structure of Process
The structure of process refers to the skills students use to learn, such as thinking, researching, communicating, and reflecting. In concept-based learning, process and content are equally important.
4. The Concept-Based Teacher
Know, Do, and Understand
Concept-based teaching focuses on three dimensions:
- Know: factual knowledge and content
- Do: skills and procedures
- Understand: conceptual understanding and generalizations
The main goal is not memorization, but deep understanding that students can transfer.
Collaborative Concept-Based Lesson Planning
Teachers plan collaboratively to design lessons focused on big ideas, key concepts, and inquiry questions. Collaboration improves coherence, reflection, and instructional quality.
5. The Concept-Based Student
Critical Thinking and Concept-Based Learning
Concept-based learning fosters critical thinking by encouraging students to analyze, compare, justify, and reflect. Students learn how to think, not only what to think, and are able to transfer knowledge across subjects and situations.
Developing Critical Thinking
Critical thinking is developed through open-ended questions, discussion, debate, problem-solving tasks, and metacognitive reflection about learning processes.
6. ELT Approaches and Methodologies
Communication-Oriented Approaches
These approaches prioritize meaning and fluency before accuracy. Language is learned through use and interaction.
Task-Based Language Teaching (TBLT)
TBLT focuses on completing meaningful tasks using language. Grammar is not pre-taught but emerges naturally during communication.
Typical stages: Pre-task / Task cycle (task, planning, report) / Language focus. The teacher facilitates learning and supports reflection on language use.
Project-Based Learning (PBL)
PBL involves long-term projects based on real-world problems. It promotes inquiry, collaboration, learner autonomy, and the creation of a final product. Language is used authentically throughout the project.
Problem-Based Learning
Students learn by solving complex problems, researching information, proposing solutions, and reflecting on outcomes.
Language-Oriented Approaches
These approaches focus on accuracy and form before fluency.
Presentation–Practice–Production (PPP)
PPP follows a linear sequence:
- Presentation of language
- Controlled practice
- Free production
Although widely used, it often creates an illusion of mastery and limits authentic communication.
Grammar-Translation Method
Focuses on explicit grammar rules, translation, and reading and writing skills. Speaking and listening are minimal.
Direct Method
Uses only the target language, focuses on oral skills, and teaches grammar implicitly through context and demonstration.
Audiolingual Method
Based on behaviourism. Language learning is seen as habit formation through repetition and drills. Errors are avoided.
Situational Language Teaching
Language is taught in specific situations, following a PPP structure. Oral skills precede written skills.
7. Humanistic and Natural Approaches
Total Physical Response (TPR)
Developed by James Asher. Language learning is linked to physical movement. Comprehension comes before speaking, reducing anxiety and stress.
Community Language Learning (CLL)
Developed by Charles Curran. Based on counseling-learning theory. The teacher acts as a counselor, and learners collaborate in a supportive environment.
Artigal Method
Developed by Josep Maria Artigal. Focuses on storytelling, listening and speaking, repetition, meaningful context, and family involvement.
8. The Path Forward
Education should move towards student-centered, inquiry-based, and concept-based approaches that promote meaningful learning, critical thinking, and transfer of knowledge, preparing students for real-life communication and lifelong learning.