Eduardo Negueruela-Azarola, Ph.D.
Eduardo Negueruela-Azarola is Associate Professor of Spanish Second Language Acquisition and Applied Linguistics in the Department of Modern Languages and Literatures at the University of Miami and visiting professor of Spanish SLA at Universidad de Navarra (Spain). He is also Academic and Research Director at the Instituto de Lengua y Cultura Españolas (ILCE). Eduardo Negueruela-Azarola's research focuses on Spanish Second Language Acquisition, Sociocultural Theory, Foreign 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.
- 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.