Situated Language Learning Methods: a cross-sectional study on General Teaching and Language teaching

Giuseppa Compagno, Francesca Machì

Abstract


Language teaching bases its theoretical and methodological framework on an axiom: object and teaching tool coincide in the target language. There follows that active learning is the key to efficacious linguistic knowledge as well as to transferable learning from a specific disciplinary context to a general one. This perspective is in tune with the educational claims and the learning aims fixed by the EAS teaching model, according to which learning is mediated by action and by the learner’s ability to simulate real life situations within classroom
The present study means to start up an epistemological reflection moving from the comparison between language teaching and general teaching with regard to the recent EAS methodology detected in Communicative Approach and its correlated language teaching methods, having a special look at the CLIL methodology.


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