Action-oriented Approach Deeper Dive Infosheets
In this section, you will find deeper dive infosheets on the action‑oriented approach. They are comprehensive texts designed for language educators who want to move beyond a quick overview and explore the approach in greater depth. The infosheets take about 10-30 minutes to engage with. Also, they provide extended explanations, examples, and classroom scenarios that show how the approach works in practice.
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Action-oriented Approach in Practice
The action-oriented approach foregrounds learner agency in situated, collaborative learning.
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Action-oriented Plurilingual Tasks
Now that you know about plurilingualism, it is time to do a deeper dive into a few action-oriented plurilingual tasks.
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Affordances in Digital Technology
Affordance is the potential that teachers perceive in a particular technology tool that will support learning and teaching activities…
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AoA, CLT & TBLT: Reflection & Application
A guide to the use of Communicative Language Teaching (CLT) Task-Based Language Teaching (TBLT) and the Action-Oriented Approach (AoA)
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Backward Design at the Curriculum Level
Backward design focuses on the end point to be reached rather than the pathway to be followed.
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CEFR & Language Learning and Use
The CEFR models language proficiency as the process of mobilizing and combining competences and strategies…
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Digital Storytelling: Pedagogical Foundations
Digital Storytelling (DST) aligns with the Action-Oriented Approach (AoA) by engaging learners in real-world communicative tasks.
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Exploring and Selecting Descriptors
Descriptors for communicative language activities are organised under four modes: reception; production, interaction and mediation.
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Learner as a Social Agent
Once teachers start seeing language users/learners as social agents, they increasingly reason in terms of actions…
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Mediation
You see that mediation can mean a lot of things and—as the diagram at the end shows—that there are a lot of different categories of descriptors. Let’s look at this in more detail.
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Views on Assessment over Time
Views about assessment changed radically in the 1990s, which became very visible in the titles of books, as shown in the figure below