It envisages teaching as a process of creating and utilizing leaning opportunities; Ts have to strike a balance between their role as managers of teaching acts and as mediators of learning acts.
Maximize learning opportunities
It emphasizes the recognition of potential perceptual mismatches between intentions and interpreptations of the learner, the teacher and the teacher educator.
Minimize perceptual mismatches
It refers to meaningful learner-leaner, learner-teacher classroom interaction in which learners are entitled and encouraged to initiate a topic and talk, not just react and respond.
Facilittate negotiated interaction
It involves helping learners learn how to learn, equipping them with the means necessary to self-direct and self-monitor their own learning.
Promote learner autonomy
It refers to any attempt to draw learner's attention to the formal and functional properties of their L2 in order to increase the degree of explicitness required to promote L2 learning.
Foster language awareness
It highlights the importance of providing rich textual data so that learners can infer and internalize underlying rules governing grammatical usage and communicative use.
Activate intuitive heuristics
It highlights how langauge usage and use are shaped by linguistic, extralinguistic, situational and extrasituational contexts.
Contextualize linguistic input
It refers to the need to holistically integrate language skills traditionally separated and sequenced as listening, speaking, reading and writing.
Integrate language skills
It refers to the need for teachers to be sensitive to the societal, political, economic, and educational environment in which L2 learning and teaching take place.
Ensure social relevance
It emphasizes the need to treat learners as cultural informants so that they are encouraged to engage in a process of classroom participation that puts premium on their power/knowledge.
Raise cultural consciousness
