Different time concepts in the classroom. From monologue to dialogue: space


  • Leonor Sáez Méndez




Kant, teaching methodology, cognition, time/space, interculturality


This paper explores, taking as its starting point cognitive variables, the essential function which affective variables have in the teaching of foreign languages. The conceptual transposition a reorientation required to acquire a second language involves distinguishing different philosophical concepts about space and time. From the 1970s and on, the linguistic requirements of teaching a language have taken a Kantian turn. Together with the principles of pragmatics and interculturality, it is important to work with concepts such as perception, disposition, motivation, intuition, level of empathy, and fear. Bearing in mind that these are complex factors which have a great impact on the process of immersion in a foreign language, it is worth asking if they are just temporal. The actual learning process, involving self-study, requires additional support to focus the learner’s resources and encourage them to immerse themselves in and identify with the culture associated with the language they are learning. These areas are in the critical period, especially in the post-Kantian critical, empirical thresholds that shape our thinking and guide the choice of exercises. Our study aims 1) to refl ect on the diff erent conceptions of time (as inner meaning, cognitive time) underlying foreign language teaching; 2) to explore whether is it possible to develop a methodology based just on time, therefore leaving, space to one side or, in contrast, whether it is space which rules over time in the process of foreign language acquisition.


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Author Biography

Leonor Sáez Méndez

Leonor Sáez Méndez se licenció en Filosofía y Ciencias de la Educación (1991) por la Universitat Politècnica de Valencia y se doctoró en Filosofía (1999) por la Universidad de Viena. Obtuvo una beca de Formación para Investigadores en el Extranjero UPV. Sus principales temas de investigación son la estética, la ética y la antropología kantianas en el ámbito de la Metodología y didáctica
de las segundas lenguas. Publicaciones: Wir sind Kantianer geworden. Ein Zugang zur Methodik des Deutschsprachenunterrichts (EFA Vol. 20 Univ.
Sevilla 2010), Motivation / Ängste – die Vorbereitungsphase gemäß der Behauptung «durch den Umgang lernen» (en prensa en EFA 2011). Kant ein
illusionist? Das retorsive und kompositive Verfahren der kantischen Urteilskraft nach dem philosophischen Empirismus (2010).



How to Cite

Sáez Méndez, L. (2012). Different time concepts in the classroom. From monologue to dialogue: space. Verba Hispanica, 20(1), 307–323. https://doi.org/10.4312/vh.20.1.307-323