THEORIES

Assessment Use Arguments (AUAs):

Bachman, L. & Damböck, B. (2017). Language assessment for classroom teachers. Oxford University Press. 

Bloom’s Taxonomy:

Bloom, Krathwohl, D. R., & Masia, B. B. (1956). Taxonomy of educational objectives : the classification of educational goals (B. S. (Benjamin S. Bloom, Ed.; First edition). David McKay Company.

Communicative Competence: 

Hymes, Dell H. (1972). On Communicative Competence. In Sociolinguistics: Selected Readings. John B. Pride and Janet Holmes, eds. Pp. 269–293. Harmondsworth: Penguin.

Savignon. (1983). Communicative competence: theory and classroom practice: texts and contexts in second language learning. Addison-Wesley.

Language assessment/5 desirable characteristics of an assessment:

Brown, H. D. & Abeywickrama, P. (2019). Language assessment: Principles and classroom practices (3rd ed.). Pearson Education.

Learner Agency:

van Lier, L. (2008). Agency in the classroom. In J. Lantolf & M. Poehner (Eds.), Sociocultural theory and the teaching of second languages (pp. 163–186). London, UK: Equinox.

Student Learning Objectives/Outcomes (SLOs): 

Brown, J. (1995). The elements of language curriculum: A systematic approach to program development. Boston, MA: Heinle & Heinle.

Brown, H.D. & Lee, H. (2015). Teaching by principles: An integrative approach to language pedagogy (4th edition). Pearson Education, Inc.

Sociocultural Theory (SCT):

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.

Target Language Use (TLU) Task:

Bachman, L. & Damböck, B. (2017). Language assessment for classroom teachers. Oxford University Press. 

Willingness to Communicate (WTC):

McCroskey, J. C. and Baer, J. E. (1985). Willingness to communicate: The construct and its measurement. Paper presented at the meeting of the Annual Convention of the Speech Communication Association, Denver, CO. 

METHODS/APPROACHES

Criteria for Lesson Design:

Yerian, K. (2022). 8 Key Criteria for Lesson Design. [Unpublished]. Department of Linguistics, University of Oregon.

Action Research:

McKinley, & Rose, H. (2020). The Routledge handbook of research methods in applied linguistics (McKinley & H. Rose, Eds.). Routledge.

Burns, A. (2005). Action research: An evolving paradigm? Language Teaching, 38, 57–74.

van Lier, L. (1994). Action research. Sintagma, 6, 31–37.

Communicative Framework (for teaching pronunciation):

Celce-Murcia, M., Brinton, D., Goodwin, J., & Griner, B. (2010). Teaching pronunciation: A coursebook and reference guide (2nd edition). Cambridge University Press. 

Communicative Language Teaching (CLT):

Brown, H.D. & Lee, H. (2015). Teaching by principles: An integrative approach to language pedagogy (4th edition). Pearson Education, Inc.

Brumfit, C., & Johnson, K. (1979). The communicative approach to language teaching. Oxford, UK: Oxford University Press.

Canale, & Swain, M. (1979). Communicative approaches to second language teaching and testing. Ministry of Education.

Savignon. (2008). Interpreting Communicative Language Teaching : Contexts and Concerns in Teacher Education (Savignon, Ed.). Yale University Press. https://doi.org/10.12987/9780300129076 

Discovery Learning:

Bruner, J. (1961). The act of discovery. Harvard Educational Review, 31, 21–32.

Lesson/Course Design:

Nation, & Macalister, J. (2010). Language curriculum design. Routledge. https://doi.org/10.4324/9780429203763. 

Place Based Learning, or Place Based Language Learning (PBL/PBLL)

Smith, G. (2002). Place-Based Education: Learning to Be Where We Are. Phi Delta Kappan, 83(8), 584–594. https://doi.org/10.1177/003172170208300806