||Fenner, Anne-Brit / Newby, David (eds.), Coherence of principles, cohesion of competences: exploring theories and designing materials for teacher education , Strasbourg / Graz: Council of Europe / European Centre for Modern Languages, 2006, ISBN 978-92-871-6145-1.
The multi-competence nature of post-communicative language teaching has been spawned by a variety of theories deriving from very diverse sources. It was the aim of this project to investigate learning and teaching to discover whether some coherence between theoretical aspects of these different sources could be found and to what extent the apparently disparate competences, which are the aims of modern language teaching, could be seen as a cohesive whole.
In order to do so, the project took as its starting point the role and nature of teacher education as a basis to explore theories which underlie post-communicative language learning and teaching. Following a survey of teacher education institutions, the question was addressed as to how communicative language competence can act as a springboard to other competences which lie within areas such as social interaction, language awareness, intercultural awareness and learner autonomy.
Focusing on three main areas - learner autonomy, intercultural awareness, including literature teaching and human rights teaching, plus grammar - the first part of the publication considers theoretical aspects of these areas and attempts to show links between them. In the second part of the publication, case studies are presented illustrating the implementation of principles identified in the first part, both in language and in teacher education.
Anne-Brit Fenner and David Newby (eds)
with Ruxandra Popovici and Péter Rádai