This book presents the background to the current shift in language education towards actionoriented/actionbased teaching, and provides a theorization of the Actionoriented 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 researchinformed description of the AoA, explains its implications for curriculum planning, teaching and assessment, and elaborates on its pedagogical implications.
This book presents the background to the current shift in language education towards actionoriented/actionbased teaching, and provides a theorization of the Actionoriented 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 researchinformed description of the AoA, explains its implications for curriculum planning, teaching and assessment, and elaborates on its pedagogical implications.
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