Rivista | EL.LE
Fascicolo | 6 | 2 | 2017
Articolo | Il task-based approach nella classe ad abilità differenziate
Il task-based approach nella classe ad abilità differenziate
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.
Presentato: 08 Giugno 2017 | Accettato: 05 Gennaio 2018 | Pubblicato 05 Marzo 2018 | Lingua: it
Keywords CAD • Task-Based Language Teaching • Mixed-Ability Classes
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.
Permalink http://doi.org/10.30687/2280-6792/2017/17/002
