Similarities and differences between the concepts of Active Learning and Linguistic ActiveLearning

Abstract

The expression “Active Learning” is used to classify pedagogical activities in which students take the leading role in the learning process, performing meaningful activities, that engage them and lead them to reflection (BONWELL; CHARLES C; & JAMES A.; EISON, 1991). In Approach of Active Linguistic Learning (2017), I formulated a proposal for a language teaching methodology in which concepts from Linguistics are linked to principles of cognitive sciences and where the sentence is the point starting point for the development of complex language skills. The purpose of the proposal was to bring new perspectives for language teaching through pedagogical practices that contribute to a more effective learning of the structure and potentialities of the language, in a conscious, critical and linked way to reading and writing processes. This article aims to define the concept of “Active Linguistic Learning ”, arguing, based on research on prior knowledge and deep knowledge in learning, and explaining why it is essential that certain principles of linguistics be taken into consideration in pedagogical practices.