Since it is understood that language learning is a non-linear process, there is no particular pre-set order to the language items that are learned. Language is emergent, dynamic, and continuously evolving.
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Cooperative Learning
Indeed, cooperation is not only a way of learning, but also a theme to be communicated about and studied (Jacobs 1998).
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Learning Strategy Training
Good language users, according to Rubin, are willing and accurate guessers who have a strong desire to communicate, will attempt to do so even at the risk of appearing foolish. They attend to both the meaning and the form of their message. They also practice and monitor their own speech as well as the speech of others.
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Political Dimensions of Language // Participatory Approach
The goal of a Participatory Approach is to help students to understand the social, historical, or cultural forces that shaped a particular context, and then to help empower students to take action and make decisions in order to gain control over their lives in that context (Wallerstein 1983).
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Political Dimensions of Language // Participatory Approach
As Ann Berthoff has written:
Education does not substitute for political action, but it is indispensable to it because of the role it plays in the development of critical consciousness. That, in turn, is dependent on the transforming power of language. (Berthoff 1987: xix)
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Political Dimensions of Language // Participatory Approach
It is not the content of subject-matter texts, but rahter it is content that comes from issues of concern to students. The Participatory Approach is based on a growing awareness of the role that education, in general, and language education, specifically, have in creating and perpetuating power dynamics in society.
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Political Dimensions of Language // Plurilingualism and Multicompetence
...according to Cook (2002), the goal of language teaching should be successful language use and multicompetence, not trying to get students to imitate monolingual native-speaker use.
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Political Dimensions of Language // Literacies
Some educators (Gee 1996, Luke 2004) have explored literacies as a plural rather than singular concept, stressing the fact that participation in a literate English culture means more than being able to read English -- learners need to gain access to the specific English language norms, grammar, and vocabulary used by those in power.
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Task-Based Language Teaching
Task-based language teaching challenges mainstream views about language teaching in that it is based on the principle that language learning will progress most successfully if teaching aims simply to create contexts in which the learner's natural language learning capacity can be nurtured rather than making a systematic attempt to teach the language bit by bit. (Ellis 2009: 222)
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Task-Based Language Teaching / Project Work
As with the task-based approach, the language practiced in the classroom is not predetermined, but rather derives from the nature of a particular project that students elect to do.
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Task-Based Language Teaching
'Listen-and-do' tasks promote acquisiton of new vocabulary and provide a good model for grammatical form. This task follow-up can enhance the learning that has taken place earlier.
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Task-Based Language Teaching
A public presentation encourages students to work on accuracy and organization, as well as meaning.
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Task-Based Language Teaching
Students should receive feedback on their level of success in completing the task. The need to achieve an outcome makes the students pay attention.
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Task-Based Language Teaching
The demand on thinking made by the activity should be just above the level which learners can meet without help.
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