ABSTRACT
This chapter discusses methodological concerns related to DDL practices in second/foreign language learning. It pleads for more constructive alignment and for the use of innovative practices in DDL. A short introductory section presents constructive alignment (hereafter CoAl) and its three key components: outcomes, practices, and assessment. The rationale for using CoAl in DDL is also situated against the backdrop of the Technology, Pedagogy and Content Knowledge (TPACK) framework. Each of the key components of CoAl is then discussed and illustrated. In the “outcomes” section, the focus is on the types of outcomes that can or should be expected from DDL activities with younger learners. In the “practices” section, attention is devoted to the need to expand the scope of tools and tasks used in DDL and to better integrate digital literacy tools. The section also includes concrete suggestions for adopting new ways of “DDL-izing” teaching practices, notably through the inclusion of more multimodality. The “assessment” section discusses the current gap between the implementation of DDL practices in class and their conspicuous absence when it comes to assessment. The final section sums up the plea for more constructive alignment and for the inclusion of innovative and multimodal DDL practices, especially when younger learners are involved.
