Training Social Actors in Elt

Chapter 1 Integrative Functions of the “Mini-Projects” of the Didactic Units of Language Textbooks in the Social Action-Oriented Approach (SAOA)Chapter 2 Learning an L2 at School not Primarily to Communicate in L2, but to Better Inform Oneself in L2 and Act in L1 in One’s CountryChapter 3 Exploring the Feasibility of Project-based Learning as One Form of Action-Oriented Learning in Turkish National EducationChapter 4 Using Grice’s Maxims to Reflect on Project-Based WritingChapter 5 Training Social Actors through ELT in Vygotskian Framework: Remapping Educational Routes and Rebuilding Pedagogical LanesChapter 6 The Effect of Project-based Teaching on Language Learners' Success in Social EnvironmentsChapter 7 Developing Global Skills through Problem-based Learning in Foreign Language Teacher EducationChapter 8 At the Crossroads of Action-oriented Pedagogy and Online Teaching during the Covid-19 Pandemic: Constraints and RecommendationsChapter 9 Cultural Competence in Social Action-based Learning: Theoretical and Pedagogical PerspectivesChapter 10 An Analysis of the English Textbook İngilizce 6 in Terms of Social Action- based LearningChapter 11 A Case for the English Home Language Textbook: A SouthAfrican Perspective in the Further Education Training (FET) Phase in High SchoolChapter 12 Common Barriers in One High School in the Further Education Training (FET) Phase: Looking at the Past Gaining in the Future