From PPP and CALL/MALL to a Praxis of Task-Based Teaching and Mobile Assisted Language Use.

Autor/in	Jarvis, Huw
Titel	From PPP and CALL/MALL to a Praxis of Task-Based Teaching and Mobile Assisted Language Use.
Quelle	In: Teaching English as a second or foreign language, 19 (2015) 1, 9 S. PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1072-4303
Schlagwörter	Digitale Medien; Englischunterricht; Fremdsprachenunterricht; Lernen; Mobilität; Unterrichtsstunde; Lernen; Aufgabenorientierung; Unterrichtsstunde; Fremdsprachenunterricht; Englischunterricht; Mobilität; Aufgabenstellung
Abstract	Two of the most significant trends in TESOL over the last twenty years or so are the rise of task-based language teaching (TBLT) and the growth of technology. With TBLT we see a challenging of more traditional structure-based models of delivery, and the increased capacity and mobility of computer desktops, laptops, notebooks and other mobile devices have had an impact on how we work, rest and play-it is all done with and through language, and the language which dominates in a globalised interconnected digital era is English. Little wonder, then, that getting students to do things through language, at times with Computers and Other Mobile Devices (CaOMDs), is an area of ever-growing interest. To date, a theory and practice narrative on TBLT and CaOMDs, despite some coverage (Thomas & Reinders, 2010), is in its infancy. Arguably, one reason for this is the still dominant methodology of Presentation, Practice and Production (PPP), to which Computer or Mobile Assisted Language Learning (CALL/MALL) has become firmly attached. In this discussion paper I begin by illustrating a PPP with CALL/MALL lesson and then go on to propose a TBLT lesson that I align to Mobile Assisted Language Use (MALU). My concern with "how to", or practice, is inextricably linked to "why": a rationale. The premise is that when teachers make choices about what to do in the language classroom it is good pedagogy to have a reason for such choices, be they explicit or implicit. In this sense there is a need to locate what we do in "praxis", which is defined as "the mutually constitutive roles of theory grounded in practice and practice grounded in theory. It is way of thinking about critical work that does not dichotomise theory and practice but rather sees them as always dependent on each other" (Pennycook, 1999, p. 342). The critique of PPP, CALL/MALL, identifies some limitations, and the proposed alternative is a praxis of TBLT and MALU. (Verlag).
Erfasst von	Informationszentrum für Fremdsprachenforschung, Marburg
Update	2022/2