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Exploring the integration of Cognitive Linguistics in EFL classrooms

A case study in Belgium

ORCiD logo with link | TeAMM (UCLouvain)
 | Georg-August-Universität Göttingen
Published online: 19 June 2025
DOI logo with link
https://doi.org/10.1075/pl.24018.rom
Abstract
Studies that investigate how teachers actually teach with Cognitive Linguistics (CL) are rare and often stop short of entering the foreign language classroom, which is a necessary step to understanding if, how, and to what extent insights from CL are compatible with specific classroom ecosystems. To fill this research gap, we report on an exploratory case study with an in-service teacher in Belgium who was introduced to cognitive-pedagogical teaching materials for the Count/Mass Distinction and then asked to prepare and teach a 90-minute lesson on this grammar topic to a group of A1-A2 adult EFL learners. Data was gathered via semi-structured interviews and a classroom observation to analyze how the teacher integrated the cognitive-pedagogical teaching materials into her lesson. Results point to some of the challenges that an experienced teacher unfamiliar with CL may face when implementing a CL approach. More specifically, despite expressing openness to CL, this teacher unconsciously reverted to familiar teaching routines when faced with such an unfamiliar approach. This confirms prior research that calls for continuous teacher training to facilitate the dissemination of CL insights, emphasizes the importance of engaging with existing beliefs and practices, and considers the role of teacher agency in pedagogical change. We hypothesize that CL may be most effectively framed as a first-order change, i.e., a gradual enhancement that builds on teachers’ existing practices, rather than a paradigm shift.
Article outline
  • 1.Introduction
  • 2.Background
    • 2.1From attitudes to behavioral intention
    • 2.2Teacher attitudes and classroom practices with CL
    • 2.3Understanding the Count/Mass Distinction (CMD)
  • 3.Method
    • 3.1Study design
    • 3.2Study context
    • 3.3Participant
    • 3.4Data collection and instruments
    • 3.5Informed consent and data availability
    • 3.6Data coding and analysis
  • 4.Findings
    • 4.1Findings from the pre-observation interview
      • 4.1.1Prioritization of grammar and vocabulary
      • 4.1.2Healthy skepticism towards a cognitive-pedagogical approach
      • 4.1.3Confidence in their ability to embed CL insights into their lesson plan
    • 4.2Findings from the observation
      • 4.2.1Use of visual aids
      • 4.2.2Selective engagement with students
      • 4.2.3Code-switching
      • 4.2.4Teacher’s use of non-specific terminology
      • 4.2.5Integration of cognitive-pedagogical teaching materials
    • 4.3Findings from the post-observation interview
      • 4.3.1Prior knowledge and experience
      • 4.3.2Ecological validity
      • 4.3.3Appropriation
  • 5.Discussion
  • 6.Limitations
  • 7.Conclusion
  • Notes
  • References
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