The title of this book identifies three concepts that are central to language acquisition and language teaching: texts, topics, and tasks. Texts are viewed broadly, including images in addition to oral and written language. Topics represent the content of language learning and teaching, whereas tasks are further keys to language learning and teaching. While providing a solid theoretical and research-based foundation, the book is also full of practical examples.

Texts, Topics and Tasks advocates clearly structured language teaching, explicit models for working with texts, a focus on meaningful communication, and tasks that incorporate different dimensions of language learning. It also promotes a socially supportive learning environment, where pupils are guided by a sense of confidence, participation, and cooperation. To that end, assessment practices should serve a predominantly formative purpose.

This second edition has been revised very extensively, and several chapters are new. Recent language development research focusing on young learners has been integrated, and many of the practical examples come from Swedish classrooms for years K–3 and 4–6. The book has also been updated with respect to the revised syllabus for English and the recent national guidelines for lesson planning and assessment.

Texts, Topics and Tasks is aimed at student teachers and teachers who focus on years 4–6 in their education or teaching, but the book is also relevant to K–3 teachers.

The title of this book identifies three concepts that are central to language acquisition and language teaching: texts, topics, and tasks. Texts are viewed broadly, including images in addition to oral and written language. Topics represent the content of language learning and teaching, whereas tasks are further keys to language learning and teaching. While providing a solid theoretical and research-based foundation, the book is also full of practical examples.

Texts, Topics and Tasks advocates clearly structured language teaching, explicit models for working with texts, a focus on meaningful communication, and tasks that incorporate different dimensions of language learning. It also promotes a socially supportive learning environment, where pupils are guided by a sense of confidence, participation, and cooperation. To that end, assessment practices should serve a predominantly formative purpose.

This second edition has been revised very extensively, and several chapters are new. Recent language development research focusing on young learners has been integrated, and many of the practical examples come from Swedish classrooms for years K–3 and 4–6. The book has also been updated with respect to the revised syllabus for English and the recent national guidelines for lesson planning and assessment.

Texts, Topics and Tasks is aimed at student teachers and teachers who focus on years 4–6 in their education or teaching, but the book is also relevant to K–3 teachers.

The title of this book identifies three concepts that are central to language acquisition and language teaching: texts, topics, and tasks. Texts are viewed broadly, including images in addition to oral and written language. Topics represent the content of language learning and teaching, whereas tasks are further keys to language learning and teaching. While providing a solid theoretical and research-based foundation, the book is also full of practical examples.

Texts, Topics and Tasks advocates clearly structured language teaching, explicit models for working with texts, a focus on meaningful communication, and tasks that incorporate different dimensions of language learning. It also promotes a socially supportive learning environment, where pupils are guided by a sense of confidence, participation, and cooperation. To that end, assessment practices should serve a predominantly formative purpose.

This second edition has been revised very extensively, and several chapters are new. Recent language development research focusing on young learners has been integrated, and many of the practical examples come from Swedish classrooms for years K–3 and 4–6. The book has also been updated with respect to the revised syllabus for English and the recent national guidelines for lesson planning and assessment.

Texts, Topics and Tasks is aimed at student teachers and teachers who focus on years 4–6 in their education or teaching, but the book is also relevant to K–3 teachers.