di
ic
co dimension
n method:
latio
ns ual exercise
a
-tr llect
e
pluri
m
is
tasks
ral
ltu s
cu nes
re
Gra
m
LL a ma
si r
nt
ools
Sel
T
t
f- A
n
e
ss
m
s
es
s
es
e
gnitiv trateg
nt
Peer
A
s
ses
s
m
e
li n
g
ua
l
As
s
Four skills
autonomy
Authentic material
Language
Learning
LL
in
aw ter
a
Communicative
functions
mm s communica ach
tio :
Co L L a
n
me
ss
comp
m
o
m
l
c
unic eten
ia ion
c
ati ce
ve
so ens
i
v
t
e
a
a
m
c
i
p
pro
un
Direct, audiolin
meth gu
o a
LL as habit f d:
or
Real-life situations
ma
lA
s
nd ities
s a ctiv
a
Meaningful target
language use
nfo
r
al
isu
l/v
on
a ti
m
sm
e
nt
se
Learn the language,
not about the
language
Formal / I
nt
FROM COMMUNICATIVE...
Feedback
Pair/Group work
...to ACTION-ORIENTED
Task-based
PRINCIPLES OF THE
ACTION-ORIENTED
APPROACH
SUGGESTIONS FOR
THE FSL CLASSROOM
Transform the learning environment to foster
learning relations and authentic activities
● Encourage students’ ownership of the goals and a
two-way process of individual learning and sharing
●
The learner is
a social agent
The learning process
is strategic, reflective
and transferable
Guide learners to recognize and master
learning strategies
● Plan moments of reflection on the learning process
● Propose self-assessment tools
●
Organize knowledge and skills around tasks
Choose more and more action-oriented tasks
● Use tasks for planning learning paths
●
Tasks are unifying tools
●
Show that languages are not learnt in isolation,
help learners discover links between languages
● Foster reflection on language as a phenomenon,
value and exploit learners’ linguistic capital
Plurilingualism
is different from
multilingualism
●
The cultural dimension
is omnipresent
●
Competences
are numerous
and differentiated
Assessment is
multidimensional
and present from
the beginning
Show that words are culturally connotated
representations of reality
● Support awareness of learners’ cultural trajectories
Distinguish linguistic competences from general ones
● Use communicative activities to develop
competences
●
Make use of assessment to pursue different goals
Use different assessment tools
● Share responsibility with learners in the domain
of assessment
●
●
Linguistic
+ general
competences
Key role of positive
assessment
Communicative
activities
(of reception,
production,
interaction, mediation)
Strategic/process
oriented
Learner’s
responsibility/autonomy
Intercultural
awareness
Plurilingualism
http://www.curriculum.org/fsl/home