This book presents the background to the current shift in language education towards action-oriented teaching and provides a theorization of the Action-oriented Approach (AoA). It contains a research-informed description of the AoA and explains its implications for curriculum planning, teaching, assessment and pedagogy.
How are curriculums and syllabuses developed and revised? What are the issues concerning course design and implementation? How can institutions revise and enhance course programmes? These are the main questions addressed by the authors in Language Course Planning.
This volume gives an overview of the practical impact of and theoretical debate surrounding the CEFR.
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