Enrica Piccardo - The Action-oriented Approach: A Dynamic Vision of Language Education

NEW PERSPECTIVES ON LANGUAGE AND EDUCATION
Founding Editor: Viv Edwards, University of Reading, UK
Series Editors: Phan Le Ha, University of Hawaii at Manoa, USA and Joel Windle, Monash University, Australia.

Two decades of research and development in language and literacy education have yielded a broad, multidisciplinary focus. Yet education systems face constant economic and technological change, with attendant issues of identity and power, community and culture. This series will feature critical and interpretive, disciplinary and multidisciplinary perspectives on teaching and learning, language and literacy in new times.

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To the memory of John Trim and Leo van Lier

DOI https://doi.org/10.21832/PICCAR4344

Names: Piccardo, Enrica, author. | North, Brian, 1950- author.

Title: The Action-oriented Approach: A Dynamic Vision of Language Education /Enrica Piccardo and Brian North.

Description: Blue Ridge Summit, PA: Multilingual Matters, [2019] | Series: New Perspectives on Language and Education: 72 | Includes bibliographical references and index.

Identifiers: LCCN 2019003483 (print) | LCCN 2019013389 (ebook) | ISBN 9781788924351 (pdf) | ISBN 9781788924368 (epub) | ISBN 9781788924375 (Kindle) | ISBN 9781788924344 (hbk :alk. paper) | ISBN 9781788924337 (pbk: alk. paper)

Subjects: LCSH: Second language acquisition Methodology. | Second language acquisition Study and teaching. | Language and languages Study and teaching.

Classification: LCC P118.2 (ebook) | LCC P118.2 .P533 2019 (print) | DDC 418.0071dc23

LC record available at https://lccn.loc.gov/2019003483

Library of Congress Cataloging in Publication Data

A catalog record for this book is available from the Library of Congress.

British Library Cataloguing in Publication Data

A catalogue entry for this book is available from the British Library.

ISBN-13: 978-1-78892-434-4 (hbk)

ISBN-13: 978-1-78892-433-7 (pbk)

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Copyright 2019 Enrica Piccardo and Brian North.

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Contents

Tables and Figures

Tables

Figures

1 The Emergence of a New Vision

Les sciences humaines ne savent pas quelles sont inhumaines, non seulement dsintgrer ce qui est naturellement intgr, mais ne retenir que le quantitatif et le dterministe.

Edgar Morin

1.1 From Practice to Theory to Practice

The term Action-oriented Approach (AoA) has increasingly circulated in the world of language education since the publication of the Common European Framework of Reference for Languages (CEFR) (Council of Europe, 2001) and particularly in the last decade. At first it was somehow mentioned between the lines, almost whispered in teacher education workshops and language teaching conferences, but little by little it started to be mentioned more often and a discussion on its main tenets began. A debate soon appeared as to whether the AoA could be considered a new approach or simply old wine in a new bottle namely the communicative approach with strong advocates on both sides (Beacco, 2007; Bento, 2012; Puren, 2009a; Richer, 2009). As is often the case when practice is involved as well as theory, this issue was not central for practitioners, who were once again looking for support in their difficult everyday mission to teach languages more effectively and improve the proficiency of their students. Thus, the AoA started to be the object of increased attention from language educators and curriculum developers and consequently a body of knowledge started to be created. Materials that claimed to be action-oriented, some more correctly than others, started to be produced in different languages and contexts. More recently, interesting projects have been carried out, often resulting in targeted web resources that acted as trailblazers (e.g. the FIDE project in Switzerland: www.fide-info.ch, Schleiss & Hagenow-Caprez, 2017; the Durham project in Canada, Durham Immigration Portal, 2016; Piccardo & Hunter, 2017; Hunter et al., 2017) sometimes providing a first hint at theorisation (Piccardo, 2014a). Other ongoing projects focus exclusively on classroom practice (e.g. Hunter et al., forthcoming).

This effervescence has already produced some positive effects: the action-oriented perspective has been widely accepted, particularly in relation to teaching languages other than English. It is recognised as a new vision in language education, which is rooted in the notion of action (Denyer, 2009; Puren, 2004, 2009a, 2009b; Richer, 2008, 2009, 2012, 2017). This vision aligns with a socio-constructivist perspective on the one hand and, on the other hand, encompasses and goes beyond the achievements of the earlier innovations in language education, particularly but not exclusively the communicative approach based on Hymes (1972a) ground-breaking work, and the task-based approaches (Ellis, 2003; Nunan, 1989, 2004; van den Branden et al., 2009; Willis, 1996; Willis & Willis, 2007). The AoA has triggered powerful innovation at a practical level in the teaching of different languages, with materials and examples of AoA-based scenarios, which show noticeable similarities beyond differences in pedagogical cultures. We are now at a moment in which we can capitalise on this rich reflection and practice to highlight the tenets of the AoA and investigate its conceptual depth and its implications for the classroom. This is precisely what this book intends to offer.

1.1.1 The issue at stake: The action-oriented approach, a practice in search of a theory

Languages are a key aspect of human life, they are crucial in human development both cognitive and social, they are the vehicle of our cultural, political and economic existence in society. In our globalised world, where exchanges and contacts are exponentially increasing, the role of languages stands out as a fundamental element. Languages are able to determine effective communication, are a major element for fostering cultural awareness and sensitivity, and eventually for enhancing peaceful coexistence. It is no surprise, therefore, that the stakes around language education are very high and they are perceived as such by the different stakeholders. Language policies and language-related educational policies are a very sensitive domain in every country and the socio-political demands are therefore high. Language teachers usually feel under particular pressure to deliver the best possible product, as they are called upon to bring their students to the highest possible level of proficiency, which will be mercilessly tested by every speaker of the target language these students will come into contact with.