Stručni rad
https://doi.org/10.22210/strjez/54-1/7
Implementing the Action-Oriented Approach: Enhancing English Language Teaching in Croatia through Scenarios
Anna Martinović
orcid.org/0000-0001-5756-1165
; Sveučilište u Zadru
Sažetak
The Common European Framework of Reference for Languages (CEFR) has significantly influenced language teaching, emphasizing an action-oriented approach that views learners as social agents performing meaningful tasks in real-world contexts. The CEFR Companion Volume (CV) expands on this approach, introducing concepts such as mediation and plurilingual competences while refining existing descriptors. Central to the action-oriented approach is the use of scenarios designed through backward design, aligning with learner outcomes. This paper explores the implementation of the action-oriented approach in English language teaching in Croatia. It aims to familiarize teachers with its principles and demonstrate its compatibility with existing programs. Rather than reporting empirical findings, the paper provides a pedagogically oriented overview intended to support teachers in understanding the action-oriented approach and applying it through classroom-ready scenarios. Specifically, it presents scenarios created by Croatian English language teachers based on outcomes from the national curriculum. The study outlines the CEFR, CEFR CV, the action-oriented approach, and the Croatian English language curriculum, followed by a presentation of the scenarios.
The findings highlight practical applications of the approach while addressing challenges and limitations, offering insights into enhancing English language education in Croatia.
Ključne riječi
CEFR (Common European Framework of Reference for Languages); action-oriented approach; CEFR Companion Volume (CV); English language teaching; English language cur- riculum; scenarios
Hrčak ID:
341761
URI
Datum izdavanja:
28.11.2025.
Posjeta: 510 *