Eduardo Negueruela Azarola

Eduardo Negueruela-Azarola - Associate professor of Spanish Second Language Acquisition and Applied Linguistics, University of Miami

Eduardo Negueruela-Azarola, Ph.D.

Eduardo Negueruela-Azarola is a professor of Spanish Second Language Acquisition and the Academic and Research Director at the Instituto de Lengua y Cultura Españolas (ILCE) Universidad de Navarra (Spain). Eduardo's research focuses on Spanish Second Language Acquisition, Sociocultural Psychology, Second Language Teaching Methodology, and Technology-enhanced language learning.  In his research and publications, he proposes that second language learning/teaching is a conceptual transformative developmental process.

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  • Negueruela-Azarola, Eduardo, P. Garçía, and K. Buescher (2015). From inter-action to intra-action: the internalization of talk, gesture, and concepts in the second language classroom. Handbook of Classroom Interaction (Markee, N. Eds.) Wiley-Blackwell. Print.
  • Negueruela-Azarola, Eduardo. “Metalinguistic Knowledge Becoming Intrapsychological Tools. Concepts as Tools for Second Language Development.” The Metalinguistic Dimension in Instructed Second Language Learning. Eds. K. Roehr and G. A. Gánem-Gutiérrez. London: Bloomsbury, 2013. (221-242). Print
  • Negueruela-Azarola, Eduardo. “Internalization in Second Language Acquisition: Social Perspectives.” The Encyclopedia of Applied Linguistics. Ed. Carole A. Chapelle. Hoboken, New Jersey: Wiley-BlackWell, 2013. (1-8). Print.
  • Negueruela-Azarola, Eduardo. Comunicación y pensamiento verbal en la enseñanza de la gramática: un enfoque conceptual. Miriada Hispánica 6 (2013): 55-72. Print.
  • Negueruela-Azarola, Eduardo. “Changing Reasons as Reasoning Changes: A Narrative Interview on Motivation, Telecollaboration, and the Learning of Foreign Languages.” Language Awareness 20, 3, (2011): 183-201. Print.
  • Negueruela-Azarola, Eduardo. “Beliefs as Conceptualizing Activity. A Dialectical Approach for the Second Language Classroom.” System. An International Journal of Educational Technology and Applied Linguistics (2011): 359-369. Print.