CHAPTER 2 : LEARNING LANGUAGE THROUGH TASKS AND ACTIVITIES

LING 322 – TEACHING LANGUAGES TO YOUNG

LEARNERS

OVERVIEWWHAT TASKS DEMANDS AND SUPPORT

AREHOW TO BALANCE TASK DEMANDS AND

SUPPORTHOW TO CONSTRUCT A TASK

THE TASK AS AN ENVIRONMENT FOR LEARNINGTASKS ARE USED AS A TOOL TO CHECK

HOW MUCH A CHILD HAS UNDERSTOODCHILDREN ARE ACTIVE LEARNERS –

CONSTRUCTING MEANING AND PURPOSE

TASK DEMANDSACTIVITIES SHOULD BE CAREFULLY

THOUGHT OUT AND PLANNED, STRUCTURED

SHOULD HAVE BOTH STRUCTURE AND DEMANDS

TYPES OF DEMAND

TYPES OF TASK DEMANDCOGNITIVE Deals with the contextualization of

language, difficulty of concepts

LANGUAGE Determining the language whether spoken or writtenUnderstanding the productionExtended talk or conversationGenreNeeded grammar and vocab

INTERACTIONAL Type of interaction requiredNature of interaction

METALINGUISTIC The use of technical terms about language in production or comprehension

INVOLVEMENT Degree of ease or difficulty with the taskLinks to the child’s interest and concernsNovelty, humor, and suspense

PHYSICAL How long can the child sit stillNeeded actionsNeeded motor skills

TASK SUPPORTCOGNITIVE From familiar formats of graphics

From familiar topics and content

LANGUAGE Re-use of languageMoving from easier to difficultUsing known vocab and grammarUse of L1 to support L2 development

INTERACTIONAL

Type of interactionFrom helpful co-participantsFrom the use of familiar routines

METALINGUISTIC

From familiar technical terms to talk about new languageClear explanations

INVOLVEMENT

Can come from content and activity that is easyMixing physical movement and calm, seated activities

PHYSICAL Variation in sitting and movingUse familiar actionsMatch to fine motor skills development

HOW TO BALANCE DEMANDS AND SUPPORTZONE OF PROXIMAL DEVELOPMENT +

SPACE FOR GROWTH = what children need for their growth and development

HOW TO STRIKE A BALANCETHE GOLDLILOCKS PRINCIPLEA task that is going to help the learner learn

more language is one that is demanding but not too demanding, that provides support but not too much support

Language learning is a repeated process of stretching resources slightly beyond the current limit/ability, learning new skills and moving on to the next challenge

LANGUAGE LEARNING GOALSHOW CAN TEACHERS ENSURE THAT THE

BALANCE OF DEMANDS AND SUPPORT PRODUCES LANGUAGE LEARNING?

Set clear and appropriate language learning goals

Provide scaffolding for the tasks – breaking down into manageable steps with sub goals

!!!too many demands will make children anxious, too few demands will make language learning boring

DEFINING “TASK” FOR YOUNG LEARNERSFEATURES OF TASK USE :Coherent and unify for learners – from

topic, activity and outcomeHave meaning and purposeHave clear language learning goalsHave a beginning and an end Involve learners activelyAim for dynamic congruence – age, socio-

cultural appropriate

STAGES IN CLASSROOM TASKS (pg 32-34PREPARATION – prepare learners to be able

to complete core activitiesCORE ACTIVITY – set up through language

learning goalsFOLLOW-UP – builds on successful

completion of the “core”

TASK AS PLAN vs TASK IN ACTIONTASK AS PLANThe task is in plan. Teacher may not know

what will happen when the activity is used. Cannot be fully evaluated

o TASK IN ACTIONWhen the task is used in a class

IN SUMMARYTASK AS A TOOL FOR LEARNINGTASK SHOULD HAVE STRUCTURE AND

DEMANDSWHAT IS TASK SUPPORTBALANCING TASK DEMAND AND SUPPORTLANGUAGE LEARNING GOALSSTAGES IN CLASSROOM TASKTASK AS PLAN & TASK AS ACTION