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  • Chapter Eight - Conclusion

  • Rosemary Erlam, University of Auckland, Jenefer Philp, Lancaster University, Diana Feick, University of Auckland
  • Book:
    Teaching Languages to Adolescent Learners
    Published online:
    17 September 2021
    Print publication:
    30 September 2021, pp 158-167
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  • Summary

    The conclusion ties together the main themes that have been introduced and explored in the book. Through the adolescent language learning stories of the three authors, the reader is encouraged to make links between theory and/or principles of instructed language learning and practice/experience. The source of the main research evidence and literature which underpinned and informed the writing of the book is presented. The chapter describes a number of teaching scenarios and explains the teaching practice that might have accompanied each scenario, first in the conventional and then in the more progressive language classroom. In each case, the more progressive classroom showcases an example of actual practice. Task-based language teaching is described as one approach that allows for the implementation of principles of effective instructed language learning in the classroom. The chapter concludes by stressing the importance of the classroom learning environment.