The SCOBA in the Catalan and Spanish as a foreign language classroom

Abstract

The article deals with the possibilities of SCOBA (Schema for Orienting Basis of Action) as a tool for developing learner autonomy. Conceived as mediators in the processes of language acquisition from a sociocultural standpoint, SCOBA allows for different usages according to its own definition, needs of the target group, as well as the institutional setting of instruction. Two examples drawn from real-life situations at Belgrade's Instituto Cervantes, for Spanish, and at the University of Belgrade's Faculty of Philology, for Catalan, are provided and analysed.