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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.
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.
This book focuses on the processes involved in the development and
revision of curriculums and course syllabuses. It provides
background to key issues related to course design and
implementation, including needs analysis and assessment, and is
designed to assist institutions to revise and enhance course
programmes taking advantage of tools found in Common European
Framework of Reference and the Core Inventory of General English.
This volume gives an overview of the impact of the CEFR on teaching
and assessment as well as the extensive debate surrounding the
framework. It covers the four main areas with which the CEFR is
concerned: its role as a common framework, the Common Reference
Levels, what the CEFR implies for planning and teaching, and
assessment of CEFR levels. A distinction is maintained between
practical information and academic discussion. Each chapter is
organised into three sections: Essentials, to introduce the
relevance of the CEFR to the topic concerned; More detail, to give
examples of the implementation of the framework; and Issues, a
discursive section with a foucs on misconceptions of the CEFR and
how these could be addressed. The conclusion discusses the extent
to which the CEFR is generating change, the priorities for
curriculum development in the future and how the framework can be
further exploited and developed.
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