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The action-oriented approach

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Angelica Cordova Armas

on 18 March 2014

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Transcript of The action-oriented approach

The action-oriented approach
Meeting the needs of Students
The teacher plans tasks and activities that:
➔ use flexible groupings (e.g., interest, readiness, purpose)
➔ provide opportunities for students to work in pairs, in small groups, and as a whole class
➔ create a context for learning vocabulary and language structures
➔ require using and practising higher order thinking skills
➔ provide multiple opportunities for practice prior to summative assessments
➔ Setting the stage for learning by fostering in students a need to communicate — critical in motivating students to engage in spontaneous and purposeful
➔ Providing specific and timely feedback, followed by opportunities to apply it

Creating tasks that are relevant, authentic, and appropriate for students

When incorporating the action-oriented approach into their practice, Core French
teachers recognize the importance of:
➔ Scaffolding the learning to enable students to use language confidently and competently as social actors to complete real-life tasks

Provinding an authentic social context
The teacher presents an authentic situation in which individuals might need to provide information, such as registering at a hospital clinic, where students may need to give details such as the spelling of their name, their address and telephone number, email address, date and place of birth, and age, sex, and nationality. As
students progress, the tasks become more linguistically and cognitively challenging.
Action-oriented tasks
Action-oriented tasks are purposeful acts set in a context that students could face
in everyday life in a variety of situations. These tasks are open-ended and complex,
requiring a variety of knowledge and skills, and there are many possible paths leading
to attaining the specific end goal.
The action-oriented approach to language acquisition views communication as a social activity designed to accomplish specific tasks.
Evolving approaches to
Language Instruction
In the communicative approach to second language acquisition, students learn by communicating in the target language rather than by practicing language skills in isolation. (Oral production more than Oral interaction)
spoken production, spoken interaction,
listening, reading, and writing
Communication is a purposeful social activity, and in this context, language learners are considered social agents or actors (acteurs sociaux) who have tasks to accomplish “in a given set of circumstances, in a specific environment, and within a particular
field of action” (CEFR, p. 9).
Service des programmes d'études Canada:
A Guide to Reflective Practice for Core French
Teachers - The Action-Oriented Approach
Full transcript