Publications

For an overview of my academic and non-academic publications in Dutch (and English), please visit my publication record at the KU Leuven.

Authored books (Dutch)

Devlieger, M., Frijns, C., Sierens, S. & Van Gorp, K. (2012). Is die taal van ver of van hier? Wegwijs in talensensibilisering, van kleuters tot adolescenten. [Is that language from here or far away? Language awareness, from infants to adolescents.] Leuven: Acco.

Paus, H., Rymenans, R. & Van Gorp, K. (2006). Dertien doelen in een dozijn. Een referentiekader voor taalcompetenties van leraren in Nederland en Vlaanderen. (Tweede druk). [Objectives a dime a dozen. A framework of reference for language competencies of teachers in the Netherlands and Flanders. Second Edition.] Den Haag: Nederlandse Taalunie.

Paus, H., Rymenans, R. & Van Gorp, K. (2003) Dertien doelen in een dozijn. Een referentiekader voor taalcompetenties van leraren in Nederland en Vlaanderen. [Objectives a dime a dozen. A framework of reference for language competencies of teachers in the Netherlands and Flanders.] Den Haag: Nederlandse Taalunie.

Edited volumes (English or Dutch)

Deygers, B., Carlsen, C., Saville, N., & Van Gorp, K. (Guest Editors) (2018). The Use of the CEFR in Higher Education. Special Issue. Language Assessment Quarterly 15(1).

Hélot, C., Frijns, C., Van Gorp, K. & Sierens, S. (Eds.) (2018). Language awareness in multilingual classrooms in Europe: From theory to practice (Contributions to the Sociology of Language 109). Berlin: De Gruyter Mouton.

Van Avermaet, P., Slembrouck, S., Van Gorp, K., Sierens, S. & Maryns, K. (Eds.) (2018). The multilingual edge of education. Basingstoke: Palgrave.

Van Praag, L., Sierens, S., Agirdag, O., Lambert, P., Slembrouck, S., Van Avermaet, P., Van Braak, J., Van de Craen, P., Van Gorp, K. & Van Houtte, M. (Eds.) (2016). Haal meer uit meertaligheid. Omgaan met talige diversiteit in het basisonderwijs. [Getting more out of multilingualism. Dealing with linguistic diversity in education.] Leuven: Acco.

Van den Branden, K., Van Gorp, K. & Verhelst, M. (Eds.) (2007). Tasks in Action: Task-Based Language Education from a Classroom-Based Perspective. Newcastle: Cambridge Scholars Publishing.

Geerts, M., Timmermans, S., Van den Branden, K., Van Gorp, K. & Verheyen, T. (Eds.) (2004). Het Schrijfpaleis. Motiverende schrijftaken voor de lagere school. [The Language Palace. Motivating writing tasks for primary school.] Leuven: Steunpunt NT2.

Colpin, M., Ramaut, G., Timmermans, S., Van den Branden, K., Vandenbroucke, M. & Van Gorp, K. (Eds.) (2002). Leesrijk school- en klasklimaat. Een schat aan le(e)sideeën voor het basisonderwijs. [A powerful reading climate in schools and classrooms. A treasure trove of reading ideas for primary education.] Leuven: Garant.

Colpin, M., Bogaert N., Devlieghere J., Goossens G., Van Avermaet P., Van den Branden K., Vandenbroucke M. & Van Gorp, K. (Eds.) (2000). Een taak voor iedereen. Perspectieven voor taakgericht onderwijs. [A task for everyone. Perspectives on task-based education.] Leuven: Garant.

Articles in refereed journals (English)

Sierens, S., Van Gorp, K., Slembrouck, S., & Van Avermaet, P. (submitted). The Relationship Between Cognitive/Linguistic Task Difficulties and Linguistic Interdependence in Emergent Bilinguals: An Exploratory Study Using a Task-Based Listening Comprehension Test. Studies in Second Language Acquisition.

Vandommele, G., Van Gorp, K., Van den Branden, K., & De Maeyer, S. (submitted). Assessing the development of L2 speaking skills in inside-school and outside-school settings through growth modeling. Applied Linguistics.

Van den Branden, K., & Van Gorp, K. (resubmitted). Implementing task-based language education in primary education: Lessons learnt from the Flemish experience. Language Teaching for Young learners.

Uştuk, Ö., & Van Gorp, K. (accepted, September 2020). Putting process drama in practice with TBLT principles: TESOL in action. To appear in TESOL Quarterly. https://doi.org/1002/tesq.3003

Sierens, S., Van Gorp, K., Slembrouck, S., & Van Avermaet, P. (accepted, June 2020). The strength of cross-language interdependence between listening comprehension proficiency in Turkish–Dutch emergent bilinguals: Testing Three Hypotheses. To appear in Language Learning 71(2).

Sierens, S., Slembrouck. S., Van Gorp, K., Agirdag, O., & Van Avermaet, P. (2019). Linguistic interdependence of receptive vocabulary skills in emergent bilingual preschool children: Exploring a factor-dependent approach. Applied Psycholinguistics 40(5), 1269-1297. https://doi.org/10.1017/S0142716419000250

Gass, S., Van Gorp, K., & Winke, P. (2019). Using different carrots: How incentivization affects proficiency testing outcomes. Foreign Language Annals, 52, 216-236. https://doi.org/10.1111/flan.12389

Charitos, S., Heidrich, E., Van Gorp, K., & Giupponi, L. (2019). The Shared LCTL Symposium: A Call to Action. Journal of the National Council of Less Commonly Taught Languages, 25, 159-164. http://www.ncolctl.org/files/Jncolctl-vol-25/The%20Shared%20LCTL%20Symposium.pdf

Jordens, K., Van den Branden, K. & Van Gorp, K. (2018). Multilingual islands in a monolingual sea: Language choice patterns during group work. International Journal of Bilingual Education and Bilingualism 21(8), 943-955. http://dx.doi.org/10.1080/13670050.2016.1220488

Deygers, B., Van Gorp, K. & Demeester, T. (2018). The B2 Level and the Dream of a Common Standard, Language Assessment Quarterly 15(1), 44-58. https://doi.org/10.1080/15434303.2017.1421955

Deygers, B., Carlsen, C., Saville, N. & Van Gorp, K. (2018). The Use of the CEFR in Higer Education: A Brief Introduction to This Special Issue. Language Assessment Quarterly 15(1), 1-2. https://doi.org/10.1080/15434303.2017.1421957

Deygers, B., Van den Branden, K. & Van Gorp, K. (2018). University entrance tests: A matter of justice. Language Testing 35, 4, 449-476. https://doi.org/10.1177/0265532217706196

Vandommele, G., Van den Branden, K., Van Gorp, K. & De Maeyer, S. (2017). In-school and out-of-school multimodal writing as an L2 writing resource for beginner learners of Dutch. Journal of Second Language Writing 36, 23-36. https://doi.org/10.1016/j.jslw.2017.05.010

Strobbe, L., Van Der Wildt, A., Van Avermaet, P., Van Gorp, K., Van den Branden, K. & Van Houtte, M. (2017). How school teams perceive and handle multilingualism: the impact of a school’s pupil composition. Teaching and Teacher Education 64, 93–104. http://dx.doi.org/10.1016/j.tate.2017.01.023

Gass, S., Winke, P. & Van Gorp, K. (2016). The Language Flagship Proficiency Initiative. Language Teaching 49, 4, 592-595. http://dx.doi.org/10.1017/S0261444816000215.

Strobbe, L., Van Der Wildt, A., Van Avermaet, P., Van Gorp, K., Van den Branden, K. & Van Houtte, M. (2016). How school teams perceive and handle multilingualism: The impact of a school’s pupil composition. Leuven Working Papers in Linguistics 5, 26, 78-99. https://www.arts.kuleuven.be/ling/workingpapers/papers/lwpl26strobbe

Deygers, B. & Van Gorp, K. (2015). Determining the scoring validity of a co-constructed CEFR-based rating scale. Language Testing 32, 4, 521-541. http://dx.doi.org/10.1177/0265532215575626

Van Gorp, K. & Van den Branden, K. (2015). Teachers, pupils and tasks: The genesis of dynamic learning opportunities (Special Issue: The interface between task-based language teaching and content-based instruction Learning, Editor: María del Pilar García Mayo). System 54, 28-39. http://dx.doi.org/10.1016/j.system.2015.04.018

Van Gorp, K. & Moons, C. (2014). Creating rich language environments for more than one language: A work in progress in Flemish preschools. European Journal of Applied Linguistics 2, 1, 53-78. http://dx.doi.org/10.1515/eujal-2014-0007

Van den Branden, K. & Van Gorp, K. (2000). How to evaluate CLIM in terms of intercultural education? Intercultural education 11 Supplement 2000, S42-S51. http://dx.doi.org/10.1080/14675980020010881

Chapters in edited volumes (English)

Van Gorp, K., Heidrich Uebel, E., & Giupponi, L. (submitted). Collaboration and Curriculum Development: The design of flexible modules in the Less Commonly Taught Languages Partnership. In A.R. Corin, C. Campbell & B.L. Leaver (Eds.), Open architecture curricular design: Courses and concepts. Washington D.C.: Georgetown University Press.

Giupponi, L., Heidrich Uebel, E., & Van Gorp, K. (resubmitted). Language centers as hubs for supporting online language instruction. In B. Lavolette & A. Kraemer (Eds.), Language Center Handbook 2021. International Association for Language Learning Technology.

Van Gorp, K. (to appear, 2021). Designing a classroom-based TBLA framework for primary schools: Blurring the lines between teaching, learning and assessment. In M.H. Long & M.J. Ahmadian (Eds.), The Cambridge Handbook of Task-Based Language Teaching. Cambridge: Cambridge University Press.

Van Gorp, K., & Versteden, P. (2020). Advising linguistically diverse schools on developing a school-wide language policy. In R.M. Beerkens, E. Le Pichon-Vorstman, J.D. ten Thije & R.G.J.L. Supheert (Eds.), Enhancing intercultural communication in organizations: Insights from project advisors (pp. 83-92). Abingdon: Routledge.

Jordens, K., Van Gorp, K. & Van den Branden, K. 2020). “Only dirty things!” Functions of mother tongue use in collaborative group work. In G. Caliendo, R. Janssens, S. Slembrouck & P. Van Avermaet (Eds.), Urban Multilingualism in the European Union: Bridging the Gap between Language Policies and Language Practices. (Contributions to the Sociology of Language 110) (pp. 91-117). Berlin: De Gruyter Mouton. https://doi.org/10.1515/9781501503207-005

Vandommele, G., Van Gorp, K. & Van den Branden, K. (2018). Task-based language teaching: How task-based is it really? A case study into the use of tasks by more experienced and less experienced teachers. In V. Samuda, K. Van den Branden & M. Bygate (Eds.), Task-Based Language Teaching as a Researched Pedagogy (pp. 165-197). Amsterdam: John Benjamins. https://doi.org/10.1075/tblt.12.07van

Hélot, C., Van Gorp, K., Frijns, C.  & Sierens, S. (2018). Introduction. In C. Hélot, C. Frijns, K. Van Gorp & S. Sierens (Eds.), Language awareness in multilingual classrooms in Europe: From theory to practice. (Contributions to the Sociology of Language 109) (pp. 1-20). Berlin: De Gruyter Mouton.

Sierens, S., Frijns, C., Van Gorp, K., Sercu, L. & Van Avermaet, P. (2018). The effects of raising language awareness in mainstream and language classrooms. In C. Hélot, C. Frijns, K. Van Gorp & S. Sierens (Eds.), Language awareness in multilingual classrooms in Europe: From theory to practice. (Contributions to the Sociology of Language) (pp. 21-85). Berlin: De Gruyter Mouton.

Frijns, C., Sierens, S., Sercu, L., Van Avermaet, P. & Van Gorp, K. (2018). The concept(ual mess) of language awareness: Towards an evidence-based definition? In C. Hélot, C. Frijns, K. Van Gorp & S. Sierens (Eds.), Language awareness in multilingual classrooms in Europe: From theory to practice. (Contributions to the Sociology of Language) (pp. 87-115). Berlin: De Gruyter Mouton.

Van Gorp, K. & Verheyen, S. (2018). The emergence of language awareness in young learners while performing a multilingual task. In C. Hélot, C. Frijns, K. Van Gorp & S. Sierens (Eds.), Language awareness in multilingual classrooms in Europe: From theory to practice. (Contributions to the Sociology of Language 109) (pp. 235-273). Berlin: De Gruyter Mouton.

Van Gorp, K. (2018). Task-based language assessment for L1 and L2 speakers in primary education. Designing a useful task-specification framework (pp. 131-148). In J. McE. Davis, J. Norris, M. Malone, T. McKay, Y. A Son (Eds.), Useful assessment and evaluation in language education. Washington D.C.: Georgetown University.

Van Avermaet, P., Slembrouck, S., Van Gorp, K., Sierens, S. & Maryns, K. (2018). Introduction: The multilingual edge of education (pp. 1-6). In P. Van Avermaet, S. Slembrouck, K. Van Gorp, S. Sierens & K. Maryns (Eds.), The multilingual edge of education. Basingstoke: Palgrave.

Slembrouck, S., Van Avermaet, P. & Van Gorp, K. (2018). Strategies of multilingualism in education for minority children (pp. 9-39). In P. Van Avermaet, S. Slembrouck, K. Van Gorp, S. Sierens & K. Maryns (Eds.), The multilingual edge of education. Basingstoke: Palgrave.

Van Gorp, K., Reed, D., Gass, S. & Winke, P. (2017). Comparing speaking performances across tests and languages: Evaluating the success of an institutional rater-training program. In ALTE (2017), Learning and Assessment: Making the Connections – Proceedings of the ALTE 6th International Conference, 3-5 May 2017 (pp. 194-200). Cambridge, UK: Associations of Language Testers in Europe. http://events.cambridgeenglish.org/alte2017-test/perch/resources/alte-2017-proceedings-final.pdf

Van Gorp, K. & Deygers, B. (2014). Task-based language assessment. In A. J. Kunnan (Ed.), The Companion to Language Assessment. Volume II Approaches and Development (pp. 578-593). Malden, MA: Wiley Blackwell.

Deygers, B. & Van Gorp, K. (2013). The influence of the CEFR on rating scale design. In J. Colpaert, M. Simons, A. Aerts & Margret Oberhofer (Eds.), Proceedings, 2013, “Language Testing in Europe: Time for a new Framework?” (pp. 97-103). Antwerp: University of Antwerp.

Deygers, B., Van Gorp, K., Joos, S., & Luyten, L. (2013). Rating scale design: a comparative study of two analytic rating scales in a task-based test. In E.D. Galaczi & C. Weir (Eds.), Exploring language frameworks. Proceedings of the ALT Kraków conference, July 2011, (Studies in Language Testing 36) (pp.271-287). Cambridge: Cambridge University.

Van Gorp, K. (2008). Task-based language learning in Flanders. Opportunities for second language acquisition and beyond. In M. Dooly & D. Eastment (Eds.), “How we’re going about it”: Teachers’ voices on innovative approaches to teaching and learning languages (pp. 88-102). Newcastle: Cambridge Scholars Publishing.

Berben, M., Van den Branden, K. & Van Gorp, K., “We’ll see what happens”: Tasks on paper and tasks in a multilingual classroom. In K. Van den Branden, K. Van Gorp & M. Verhelst (Eds.) (2007). Tasks in action: Task-based language education from a classroom-based perspective (pp. 32-67). Newcastle: Cambridge Scholars Publishing.

Colpin, M. & Van Gorp, K. (2007). Task-based writing in primary education: The development and evaluation of writing skills through writing tasks, learner and teacher support. In K. Van den Branden, K. Van Gorp & M. Verhelst (Eds.), Tasks in action: Task-based language education from a classroom-based perspective (pp. 194-234). Newcastle: Cambridge Scholars Publishing.

Van den Branden, K., Van Gorp, K. & Verhelst, M. (2007). Tasks in action: Task-based language education from a classroom-based perspective. In K. Van den Branden, K. Van Gorp & M. Verhelst (Eds.) (2007). Tasks in action: Task-based language education from a classroom-based perspective. Newcastle: Cambridge Scholars Publishing, 1-6.

Bogaert, N., Van Gorp, K., Bultynck, K., Lanssens, A. & Depauw, V. (2006). Task-based language teaching in science education and vocational training tasks. In K. Van den Branden (Ed.), Task-based language education: From theory to practice (pp. 106-128). Cambridge: Cambridge University Press.

Van Avermaert, P., Colpin, C., Van Gorp, K., Bogaert, N. & Van den Branden, K. (2006). The role of the teacher in task-based language teaching. In K. Van den Branden (Ed.), Task-based language education: From theory to practice (pp. 175-196). Cambridge: Cambridge University Press.

Van Gorp, K., & Bogaert, N. (2006). Developing language tasks for primary and secondary education. In K. Van den Branden (Ed.), Task-based language education: From theory to practice (pp. 76-105). Cambridge: Cambridge University Press.

Van den Branden, K. & Van Gorp, K. (2003). Co-operative learning in multicultural groups: How co-operative is it? In: Koole, T., Nortier, J. & B. Tahitu (red.), Artikelen van de Vierde Sociolinguïstische Conferentie (pp. 498-511). Delft: Eburon.

Book reviews (English)

Van Gorp, K. (2015). Review of Peter Skehan (Ed.), 2014: Processing perspectives on task performance. ITL – International Journal of Applied Linguistics, 166, 1, 195-197. http://dx.doi.org/10.1075/itl.166.1.07gor

Van Gorp, K. (2008). Review of Simon Borg, 2006: Teacher cognition and language education. Research and practice. Language Teaching Research, 12, 3, 456-459. http://dx.doi.org/10.1177/13621688080120030702

Other publications (English)

ALTE (Koen Van Gorp and Dina Vîlcu, Eds.) (2018). Guidelines for the Development of Language for Specific Purposes tests. Cambridge: Association of Language Testers in Europe. https://www.alte.org/resources/Documents/6093%20LSP%20Supplement%20-%20WEB.pdf

Long, C. P., Gass, S. & Van Gorp, K. (2017, June). From Collaboration to Strategic Coordination: Creating LCTL Partnerships Across the Big 10 Academic Alliance (Special feature: Sustainability & Innovation). EuropeNow, 8. Retrieved from http://www.europenowjournal.org/2017/06/05/from-collaboration-to-strategic-coordination-creating-lctl-partnerships-across-the-big-10-academic-alliance/

For a full overview of my academic and non-academic publications in Dutch, please visit my publication record at the KU Leuven.