The paper presents the theoretical underpinnings of a new approach to language teaching and learning which focuses on the „doing-aspects“ of communication. Language learners are instructed – with assistance – to act in authentic communicative settings with relevant contents and communicative goals. In doing so, they take on different roles within a systematic methodological framework which guides learners and teachers to the completion of their chosen communicative tasks by applying a set of orientation, preparation, planing, conducting and reflecting steps. The new approach works well with any group of learners but has been particularly successful and influential in the German school system (especially in kindergarten, primary education and vocational training). In the present article, the approach is presented and documented (including teaching materials, video recordings of classroom activities and bibliographical references) through the example of a scenario in which 4th/5th grade students plan a magician’s feast.

Keywords: task-based language learning, constructivist and constructionist learning theory, linguistic pragmatics, intercultural linguistics, transfer difference, teaching methodology, language for vocational purposes, serious games