Abstract

Addressing the issue of language teaching in university contexts has been addressed mainly under the influence of cognitive paradigm. However, the prospect has located several items that propose to this issue. This article aims to present two theoretical contributions: first, the language in their contextualist lines and social semiotics to redefine the language from a sociocultural angle whose function is to allow individuals to act in activities and situations and, second, the situated learning to understand learning in relation to their communities of practice and ways to gradually legitimize their newcomers. These contributions show us another perspective to approach both university and professional discursive practices and their communities.