Resumen de From the concept of languaging to L2 pedagogy
In the following manuscript the author undertakes to present the notion of languaging as it has mainly been worked out in the field of linguistics.
Language researchers, e.g., Halliday (1977; 1985), Lado (1979), Swain (2005; 2006) mention the term on various occasions giving it different interpretations. Sociocultural studies associate the notion with the primary semiotic function of language as meaning making out of all possible linguistic resources and perceive it as standing in contradiction to the narrow compartmentalised conception of language. Swain (2005; 2006), in turn, drives the notion from Vygostky's (1986) claim of a close correspondence between language and cognition and presents languaging as a way of learning as talking-it-through. Languaging also appears in the philosophical concept of autopoesis worked out by Maturana and Varela (1973, 1980). All these strains are presented here to be compatible with most contemporary ecological and experientialist cognitive approaches to language offering drastic consequences for language pedagogy.
