Vol. 72 in the New perspectives on language and education series.

Includes bibliographical references and index.

"This book presents the background to the current shift in language education towards action-oriented/action-based teaching, and provides a theorization of the Action-oriented Approach (AoA). It discusses the concepts and theories that paved the way for the AoA and explores their relevance for the way language education is conceived and implemented in the classroom. In the process, it revisits the concept of competence and discusses the dynamic notions of mediation and plurilingualism. The authors explain the way in which the Common European Framework of Reference for Languages (CEFR) and its recent update, the CEFR Companion Volume, broaden the scope of language education, in particular in relation to the actional turn. The book provides scholars and practitioners with a research-informed description of the AoA, explains its implications for curriculum planning, teaching and assessment, and elaborates on its pedagogical implications." (Book Cover)

TABLE OF CONTENTS

Tables and Figures

1. The Emergence of a New Vision
1.1 From Practice to Theory to Practice
1.2 The Evolving Landscape of Language Education: From Communication to Action
1.3 Laying the Foundations for Methodological Innovation

2. The Notion of Competence: An Overview
2.1 Competence: Evolution of an Elusive Notion
2.2 Competence in Linguistics and Applied Linguistics
2.3 Competence in the World of Education and Work
2.4 Competences in the CEFR and in the AoA

3. Towards an Action-oriented Approach: Theoretical Underpinnings
3.1 In Search of a Theory of Language Education: The First Steps
3.2 From Mental Gym to Habit Formation: The Enduring Impact of Behaviourism
3.3 The Cognitive Perspective
3.4 Language as Meaning Potential 3.5 Language as Communication
3.6 Language as Socialisation: Sociocultural/Socio-constructivist Theories
3.7 Expanding the Field: Emotions, Plurilingualism and Creativity
3.8 Beyond Language Education: Other Theories
3.9 Affordances, Ecological Models and Complexity Theory

4. Preparing the AoA: Developments in Language Teaching Methodology
4.1 Evolution of Methodology: From a Pendulum to a River
4.2 From Methods to Approaches and Beyond

5. The Common European Framework of Reference and its Companion Volume: A Paradigm Shift
5.1 The CEFR as a Policy Document
5.2 The Innovation Potential of the CEFR in Language Education: From the CEFR to the CEFR Companion Volume
5.3 The AoA: A Paradigm Change in Methodology

6. Towards a Dynamic Vision of Language Education: Plurality and Creativity
6.1 Change, Unbalance and Creativity
6.2 A New Vision of Culture
6.3 Plurilingualism
6.4 Mediation: From a Static View of Language to a Dynamic View of (Co)-Construction of Meaning
6.5 Mediation, Plurilingualism/Pluriculturalism and Inclusive Education for All

7. The Action-oriented Approach
7.1 The AoA: An All Embracing Perspective
7.2 From Theory of Practice: Working with a Scenario

8. Conclusion

Appendix 1: LINCDIRE Action-oriented Scenario Template

Appendix 2: CASLT Scenario Template

Appendix 3: Eaquals Scenario Template

References

Index

Description based on print version record.