How to Teach an Additional Language (Task-Based Language Teaching)

How to Teach an Additional Language
Editorial page
Title page
Copyright page
Table of contents
Series editors’ preface
Preface
Chapter 1. Setting the scene
	Introduction
	Challenges for language teachers
		The time factor
	The importance of high-quality AL education
	From elements to tasks, or vice versa?
		Knowledge-based approaches
		A task-based approach
		Two different approaches to language teaching
		Goals
		From goals to activities
		Learning environments
	In the mix
	Outline of the book
Part I. Additional language learning in the 21st century: Research and theory
Chapter 2. Cognitive aspects of additional language acquisition
	Introduction
	Language learning is an active process
		The impact of frequency
	The primacy of implicit L2 knowledge
	Rich, elaborate, meaningful input
	The crucial role of output and feedback
		The power of feedback
		Error correction: Explicit or implicit feedback?
	Interaction and the art of language-building conversations
		The effects of cooperative learning
		Learning by observing interactions
	The impact of explicit language instruction
	The limits to transfer
	The explicit teaching of cognitive and metacognitive strategies
		Effects of strategy instruction
		How can self-regulation be enhanced?
	Task performance and the use of multiple resources
	The age factor
	Conclusion
Chapter 3. Motivational and affective aspects of additional language acquisition
	Introduction
	L2 learning motivation: Why learn a second language at all?
		Complex, multidimensional, and dynamic
	Self-determination theory
	The prospect of success
	The value of learning an additional language
		Value or values?
		The concept of L2 selves
	The role of emotions
		The role of anxiety
		Positive emotions
		Flow
	An integrated model of AL learning motivation
	Research into teachers’ multidimensional, dynamic motivation strategies
	Conclusion: The classroom as a pedagogical space
Part II. High-quality additional language education: From research and theory to practice
Chapter 4. Ten principles for high-quality additional language education
	Introduction
	The 10 key principles
	Principle 1: Activate
		How to activate students in the classroom
		Activation and the linguistic focus of joint attention
		Activating all students in the classroom
	Principle 2: Challenge
	Principle 3: Connect
		Connections with prior knowledge
		Connecting explicit learning with implicit learning
	Principle 4: Recycle
	Principle 5: Interact
	Principle 6: Globalise
		Crossing the boundaries between different subjects in the curriculum
		Project-based work
		Crossing boundaries between formal learning at school and informal learning outside school
		Homework
		Crossing the boundaries between languages
	Principle 7: Assess
	Principle 8: Diversify
	Diversifying content
	Principle 9: Care
	Principle 10: Excite
	Integrating the 10 principles
Chapter 5. Curriculum design for 21st-century additional language education
	Introduction
	Determining goals: A product-based or process-based approach?
	Defining the key goals of the 21st-century curriculum
		Narrow and broad AL curricula
		Determining the unit of analysis for goal description
		Needs analysis
	Selecting the basic unit for classroom learning activity
	The sequencing issue
		Sequencing tasks
		Parameters for task complexity
		Teachers dynamically moving from complexity to difficulty
	Language courses: To be or not to be?
	The role of modern technology in the additional language curriculum
	The multilingual turn
		Goals
		Learning activities
		From theory to practice
	Conclusion
Chapter 6. Implications for assessment
	Introduction
	Why?
	What and how?
		The missing links
		Adding a process and growth dimension
		Multiple observers
		Progress, not perfection
	Authentic performance-based assessment
	Reinterpreting washback
	Conclusion
Chapter 7. The dynamics of innovating additional language education
	Introduction
	Innovation in language education
	The implementation of task-based language teaching
	The impact of professional development interventions in general
	The crucial importance of teamwork
	Process-related aspects of implementing a school-based language policy
		Step 1
		Step 2
		Step 3
		Step 4
		Step 5
		Step 6
		Steps 7 and 8
	Research into the implementation of school-based language policies
	Implications for pre-service teacher education
		Curriculum design
		Learning activities and assessment
			ACTIVATE
			CHALLENGE
			CONNECT
			INTERACT
			RECYCLE
			GLOBALISE
			ASSESS
			DIVERSIFY
			CARE
			EXCITE
	Conclusion
Chapter 8. Concluding remarks
References
Index