How concept-based language instruction works in teaching thinking for speaking in an L2

This paper investigates the question of whether systematically organized instruction in L2 thinking for speaking (TFS) can promote a shift from verb-framed L1 (Spanish) to satellite-framed L2 (English) TFS that encompasses the ability to appropriately express in speech and in gesture Path and Manner of Motion in the new language. A pretest narration-instruction-posttest narration design was used to evaluate whether the TFS patterns of seven L1 Spanish learners of L2 English changed as a result of Concept-Based Language Instruction. Learners' pretest narrations showed primarily L1 patterns with some intermittent L2 TFS patterns. Following instruction, learners showed a shift to more L2 TFS patterns both linguistically and crucially gesturally, including the use of manner verbs, accumulation of path components within a single clause along with multiple path gestures, and boundary crossing gestures. These findings indicate that explicit Concept-Based Language Instruction is able to produce changes in TFS patterns that have not been possible even with extensive immersion.