Teaching Form in the Action-Oriented Classroom: Can-Do!

Abstract

This chapter explores the operationalization of the Common European Framework of Reference for Languages (Council of Europe, 2001; CEFR) in the foreign language classroom. More specifically, it points to the contribution usage-based linguisticscould make in relating the CEFR’s action-oriented pedagogy with its criterial features, i.e., “certain linguistic properties that are characteristic and indicative of L2 proficiency at each level” (Hawkins & Filipović, 2012, p. 5). The chapter ends with some practical suggestions for a more effective approach to integrating UBL in the action-based classroom and considers broader implications for applied linguistics.