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Chapter 5. Task-based language learning among children in an EFL context

Research and challenges
  • María del Pilar García Mayo
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Broadening the Horizon of TBLT
This chapter is in the book Broadening the Horizon of TBLT

Abstract

Task-based language teaching (TBLT) research has expanded substantially in foreign language contexts. However, most studies until relatively recently have been carried out with young adults in university settings, despite the fact that, among young children, exposure to a foreign language (mainly English) is on the increase worldwide. This chapter focuses on current research with children learning English as a Foreign Language (EFL) while they perform collaborative tasks in mainstream and content and language integrated learning (CLIL) contexts. The studies, carried out within interactionist and socio-cultural frameworks, are first steps in charting the territory with regard to young EFL learners and will hopefully lead to improved task-based language programs for such learners. Our findings show that children successfully negotiate to make language meaningful, show mainly collaborative patterns, focus on form, and feel motivated towards the tasks. Moreover, the findings reveal how some implementation variables (learner setup, task repetition, task modality) impact the children’s output and task performance. The chapter concludes by highlighting challenges and future research directions.

Abstract

Task-based language teaching (TBLT) research has expanded substantially in foreign language contexts. However, most studies until relatively recently have been carried out with young adults in university settings, despite the fact that, among young children, exposure to a foreign language (mainly English) is on the increase worldwide. This chapter focuses on current research with children learning English as a Foreign Language (EFL) while they perform collaborative tasks in mainstream and content and language integrated learning (CLIL) contexts. The studies, carried out within interactionist and socio-cultural frameworks, are first steps in charting the territory with regard to young EFL learners and will hopefully lead to improved task-based language programs for such learners. Our findings show that children successfully negotiate to make language meaningful, show mainly collaborative patterns, focus on form, and feel motivated towards the tasks. Moreover, the findings reveal how some implementation variables (learner setup, task repetition, task modality) impact the children’s output and task performance. The chapter concludes by highlighting challenges and future research directions.

Chapters in this book

  1. Prelim pages i
  2. Table of contents v
  3. Series editors’ preface vii
  4. Section 1. Introduction
  5. Chapter 1. Broadening the horizon of task-based language teaching 2
  6. Section 2. Practical issues for task-based courses and curricula
  7. Chapter 2. Task design 22
  8. Chapter 3. How real is real? 41
  9. Chapter 4. The coursebook in TBLT 60
  10. Section 3. Task implementation in distinct instructional contexts
  11. Chapter 5. Task-based language learning among children in an EFL context 82
  12. Chapter 6. “It takes a village” 101
  13. Section 4. Task-based language assessment
  14. Chapter 7. Aligning classroom tasks with can‑do descriptors helps TBLT programs be chock‑full of proficiency indicators 124
  15. Chapter 8. From CAF to CAFFA 147
  16. Section 5. Theories informing task-based language teaching
  17. Chapter 9. Reflecting on task-based language teaching from an Instructed SLA perspective 164
  18. Chapter 10. How a processability perspective frames the potential of tasks in instructed second language acquisition 183
  19. Chapter 11. Exploring task-based cognitive processes 212
  20. Section 6. Ethnographic studies into TBLT as researched pedagogy
  21. Chapter 12. Tasks for diverse learners in diverse contexts 236
  22. Chapter 13. The teacher variable in TBLT 255
  23. List of contributors 273
  24. Index 277
https://doi.org/10.1075/tblt.17.05gar

Chapters in this book

  1. Prelim pages i
  2. Table of contents v
  3. Series editors’ preface vii
  4. Section 1. Introduction
  5. Chapter 1. Broadening the horizon of task-based language teaching 2
  6. Section 2. Practical issues for task-based courses and curricula
  7. Chapter 2. Task design 22
  8. Chapter 3. How real is real? 41
  9. Chapter 4. The coursebook in TBLT 60
  10. Section 3. Task implementation in distinct instructional contexts
  11. Chapter 5. Task-based language learning among children in an EFL context 82
  12. Chapter 6. “It takes a village” 101
  13. Section 4. Task-based language assessment
  14. Chapter 7. Aligning classroom tasks with can‑do descriptors helps TBLT programs be chock‑full of proficiency indicators 124
  15. Chapter 8. From CAF to CAFFA 147
  16. Section 5. Theories informing task-based language teaching
  17. Chapter 9. Reflecting on task-based language teaching from an Instructed SLA perspective 164
  18. Chapter 10. How a processability perspective frames the potential of tasks in instructed second language acquisition 183
  19. Chapter 11. Exploring task-based cognitive processes 212
  20. Section 6. Ethnographic studies into TBLT as researched pedagogy
  21. Chapter 12. Tasks for diverse learners in diverse contexts 236
  22. Chapter 13. The teacher variable in TBLT 255
  23. List of contributors 273
  24. Index 277
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