As an applied linguist, I study if and how task-based language teaching (TBLT) and assessment (TBLA) help L2 learners to become proficient users of the second or foreign language. My focus is how TBLT and TBLA help young L2 learners master the language of schooling (i.e., the academic register) in order to excel in education and prevent them from becoming disadvantaged learners.
Additionally, I have looked at how task-based education can be used as a driver to establish or change a language-in-education policy in primary and secondary schools by promoting language proficiency goals, proficiency-based curricula, multilingual spaces and effective teaching and learning practices in classrooms and schools.
I also seek to explore the impact of social interaction and of L2 learners’ multilingual repertoire on their learning process. I researched the impact of language awareness tasks and/or multilingual tasks on language choice, language use and identity issues in the context of monolingual ideologies.
My PhD research took a sociocultural perspective to investigate how classroom participation can facilitate language and content learning. During this four-year project, I developed a sound knowledge of advanced statistical techniques (i.e., multilevel analysis), which I combined with discourse analysis (i.e., microgenetic DA) in a mixed-methods design. In most of my research, I aim to combine quantitative and qualitative data.
Finally, I am interested in task-based assessment as applied to both classroom assessment and high-stakes language testing.