CHAPTER 2 : LEARNING LANGUAGE THROUGH TASKS AND ACTIVITIES

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LING 322 TEACHING LANGUAGES TO YOUNG LEARNERS

• CHAPTER 2 LEARNING LANGUAGE THROUGH TASKS AND
  ACTIVITIES

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OVERVIEW

• WHAT TASKS DEMANDS AND SUPPORT ARE
• HOW TO BALANCE TASK DEMANDS AND SUPPORT
• HOW TO CONSTRUCT A TASK

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THE TASK AS AN ENVIRONMENT FOR LEARNING

• TASKS ARE USED AS A TOOL TO CHECK HOW MUCH A
  CHILD HAS UNDERSTOOD
• CHILDREN ARE ACTIVE LEARNERS CONSTRUCTING
  MEANING AND PURPOSE

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TASK DEMANDS

• ACTIVITIES SHOULD BE CAREFULLY THOUGHT OUT AND
  PLANNED, STRUCTURED
• SHOULD HAVE BOTH STRUCTURE AND DEMANDS

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TYPES OF DEMAND
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TYPES OF TASK DEMAND
COGNITIVE Deals with the contextualization of language, difficulty of concepts
LANGUAGE Determining the language whether spoken or written Understanding the production Extended talk or conversation Genre Needed grammar and vocab
INTERACTIONAL Type of interaction required Nature of interaction
METALINGUISTIC The use of technical terms about language in production or comprehension
INVOLVEMENT Degree of ease or difficulty with the task Links to the childs interest and concerns Novelty, humor, and suspense
PHYSICAL How long can the child sit still Needed actions Needed motor skills
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TASK SUPPORT
COGNITIVE From familiar formats of graphics From familiar topics and content
LANGUAGE Re-use of language Moving from easier to difficult Using known vocab and grammar Use of L1 to support L2 development
INTERACTIONAL Type of interaction From helpful co-participants From the use of familiar routines
METALINGUISTIC From familiar technical terms to talk about new language Clear explanations
INVOLVEMENT Can come from content and activity that is easy Mixing physical movement and calm, seated activities
PHYSICAL Variation in sitting and moving Use familiar actions Match to fine motor skills development
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HOW TO BALANCE DEMANDS AND SUPPORT

• ZONE OF PROXIMAL DEVELOPMENT SPACE FOR GROWTH
  what children need for their growth and
  development

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HOW TO STRIKE A BALANCE

• THE GOLDLILOCKS PRINCIPLE
• A 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

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LANGUAGE LEARNING GOALS

• HOW 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

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DEFINING TASK FOR YOUNG LEARNERS

• FEATURES OF TASK USE
• Coherent and unify for learners from topic,
  activity and outcome
• Have meaning and purpose
• Have clear language learning goals
• Have a beginning and an end
• Involve learners actively
• Aim for dynamic congruence age, socio-cultural
  appropriate

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STAGES IN CLASSROOM TASKS (pg 32-34

• PREPARATION prepare learners to be able to
  complete core activities
• CORE ACTIVITY set up through language learning
  goals
• FOLLOW-UP builds on successful completion of
  the core

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TASK AS PLAN vs TASK IN ACTION

• TASK AS PLAN
• The task is in plan. Teacher may not know what
  will happen when the activity is used. Cannot be
  fully evaluated
• TASK IN ACTION
• When the task is used in a class

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IN SUMMARY

• TASK AS A TOOL FOR LEARNING
• TASK SHOULD HAVE STRUCTURE AND DEMANDS
• WHAT IS TASK SUPPORT
• BALANCING TASK DEMAND AND SUPPORT
• LANGUAGE LEARNING GOALS
• STAGES IN CLASSROOM TASK
• TASK AS PLAN TASK AS ACTION