Beliefs as conceptualizing activity: A dialectical approach for the second language classroom

Eduardo Negueruela-Azarola

Research output: Contribution to journalArticlepeer-review

30 Scopus citations


The present article presents an understanding of beliefs as conceptualizing activity from a Vygotskyan dialectical perspective. The proposals I develop here, emerging from a contextual understanding of development, aim to help us reconsider in pedagogical terms the specific relationships between beliefs and actions and the nature of beliefs as dialectical language-mediated consciousness. Understanding beliefs as dialectical conceptualizations calls for rethinking teaching and learning as a developmental activity. It also illuminates a specific research methodology, semiogenesis, which captures the orienting power of beliefs as conceptualizing activity in the classroom. To illustrate a conceptual approach to beliefs as sociocultural tools of the mind, three basic examples of a conceptual task for in-service teachers are discussed.

Original languageEnglish (US)
Pages (from-to)359-369
Number of pages11
Issue number3
StatePublished - Sep 1 2011


  • Beliefs
  • Concepts
  • Dialectics
  • Second language learning
  • Sociocultural theory
  • Teaching
  • Vygotsky

ASJC Scopus subject areas

  • Language and Linguistics
  • Education
  • Linguistics and Language


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