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Many people seem to be convinced that all more recent developments in language methodologies, for example task-based language teaching, are just a refinement or extension of the communicative approach. However, by seeing the user/learner as a social agent engaging in different types of language activities, mediating to (co)construct meaning and building on their language repertoire, the Action-oriented Approach (AoA) broadens the scope of language education and introduces a shift towards motivating, realistic, project-based language teaching linked to the promotion of interculturality.

This book presents the background to this current shift towards action-oriented teaching and provides a theorization of the approach. It discusses the concepts and theories that paved the way for the actional turn and explores their relevance for the way language education is conceived and implemented in the classroom. In the process, it revisits the concept of competence and discusses the dynamic notions of mediation and plurilingualism.

The book provides scholars and practitioners with a research-informed description of the AoA, and explains its implications for curriculum planning, teaching, and assessment.