Frontmatter -- Acknowledgments -- Table of contents -- Introduction -- I. Categories and constructions in context -- Teaching usage and concepts: Toward a cognitive pedagogical grammar -- L2 constructions and interactional competence: Subordination and coordination in English L2 learning -- Optional that in complementation by German and Spanish learners -- French onions and Dutch trains: Typological perspectives on learners' descriptions of spatial scenes -- II. Teaching construal and viewpoint -- Since it is everywhere: Viewpoint in second language teaching -- Using blending theory to teach the English conditionals -- Making sense of the definite article through a pedagogical schematic -- III. Polysemy -- Reexamining por and para in the Spanish foreign language intermediate classroom: A usage-based, cognitive linguistic approach -- Polysemy and conceptual metaphors: A cognitive linguistics approach to vocabulary learning -- Embodied experience and the teaching and learning of L2 prepositions: A case study of abstract in and on -- Index