This study reflects a social constructivist theoretical framework in which the zone of proximal development (ZPD) is a central element, as two teaching approaches, communicative language teaching (CLT) and explicit focus on form (FonF) are examined. Research questions include: Are CLT and explicit FonF conducive to reaching the ZPD? Is there a difference in academic achievement in Spanish between students taught with a CLT approach as opposed to an explicit FonF? What is the ratio of mother tongue versus target language used in each of the two classrooms studied? Findings show that the ZPD can be reached through either approach with the use of the appropriate feedback techniques. In terms of academic achievement, the explicit FonF group outperformed the CLT group, but in terms of language use, CLT group engaged in a larger proportion of target language use.