Task-Based approach in Mixed Ability Classes

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DC Field	Value
dc.identifier	ECF_article_1255
dc.title	Task-Based approach in Mixed Ability Classes
dc.contributor.author	Caon Fabio
dc.contributor.author	Meneghetti Claudia
dc.publisher	Edizioni Ca’ Foscari - Digital Publishing
dc.type	Research Article
dc.language.iso	it
dc.identifier.uri	http://edizionicafoscari.it/en/edizioni4/riviste/elle/2017/2numero-monografico/il-task-based-approach-nella-classe-ad-abilita-dif/
dc.description.abstract	The aim of this article is to present the task as a strategic tool to manage multi-level and multi-cultural classes (CAD), in which recognising the differences (i.e. cognitive styles, multiple intelligences, personalities etc.) among students is the point of departure to devise a didactic plan. After an overview of what CAD and Task-Based Language Teaching are, we will try to adapt few strategies used in the CAD to the different task phases. In particular, we will look at ways to grade the input, what variables to take into consideration to grade the task and what types of tasks have been proposed, through the years, as useful in terms of differentiation. Finally, we will explore what grading the focus on form means.
dc.relation.ispartof	EL.LE
dc.relation.ispartof	Vol. 6 \| Issue 2 \| July 2017
dc.issued	2018-03-05
dc.dateAccepted	2018-01-05
dc.dateSubmitted	2017-06-08
dc.identifier.issn
dc.identifier.eissn	2280-6792
dc.rights	Creative Commons Attribution 4.0 International Public License
dc.rights.uri	http://creativecommons.org/licenses/by/4.0/
dc.identifier.doi	10.30687/2280-6792/2017/02/002
dc.peer-review	yes
dc.subject	CAD
dc.subject	CAD
dc.subject	Mixed-Ability Classes
dc.subject	Mixed-Ability Classes
dc.subject	Task-Based Language Teaching
dc.subject	Task-Based Language Teaching

Research Article
open access peer reviewed

Fabio Caon Università Ca’ Foscari Venezia, Italia

Claudia Meneghetti Università Ca’ Foscari Venezia, Italia

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abstract

The aim of this article is to present the task as a strategic tool to manage multi-level and multi-cultural classes (CAD), in which recognising the differences (i.e. cognitive styles, multiple intelligences, personalities etc.) among students is the point of departure to devise a didactic plan. After an overview of what CAD and Task-Based Language Teaching are, we will try to adapt few strategies used in the CAD to the different task phases. In particular, we will look at ways to grade the input, what variables to take into consideration to grade the task and what types of tasks have been proposed, through the years, as useful in terms of differentiation. Finally, we will explore what grading the focus on form means.

Published

March 5, 2018

Accepted

Jan. 5, 2018

Submitted

June 8, 2017

Language

Keywords: Task-Based Language Teaching • CAD • Mixed-Ability Classes

permalink http://doi.org/10.30687/2280-6792/2017/02/002

Copyright: © 2017 Fabio Caon, Claudia Meneghetti. This is an open-access work distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction is permitted, provided that the original author(s) and the copyright owner(s) are credited and that the original publication is cited, in accordance with accepted academic practice. The license allows for commercial use. No use, distribution or reproduction is permitted which does not comply with these terms.

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