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How to Teach an Additional Language: To task or not to task?
Kris Van den Branden
[Task-Based Language Teaching 15] 2022
► pp. 155–202

Chapter 5
Curriculum design for 21st-century additional language education

Article outline
  • 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