Children learning Mongolian as an additional language through the implementation of a task-based approach
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Rhonda Oliver
,
Tetiana Bogachenko
und
Sender Dovchin
Abstract
This study was undertaken at a Mongolian community language school which aims to support Mongolian heritage children to learn their home language and culture. The learners were aged 4–15 years with diverse abilities in the Mongolian language. Informed by both purpose-developed Needs and Interest Analyses, a task-based language teaching (TBLT) program was developed and implemented over a six-month period. To evaluate the usefulness of this, two methods were utilised. Firstly, learners’ task-based interactions were recorded regularly, transcribed and qualitatively analysed. Secondly, stakeholder feedback was elicited via interviews. The findings showed that the learners interacted in ways facilitative of second language acquisition (i.e., they received abundant input, used a variety of interactive strategies, provided peer scaffolding, and modified their output according to the feedback). They also engaged in translanguaging to support their understanding and meaning making. Stakeholder feedback pointed to some challenges, but also many positive outcomes.
Funding source: School of Education, Curtin University
Award Identifier / Grant number: Small research grant
Acknowledgments
The research team wishes to acknowledge the contribution of the teachers and students of the Western Australian Mongolian Community School.
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Research ethics: Ethics approval for Human Research was sought and gained from Curtin University’s Ethics Committee. Curtin University’s ethics comply with national and international regulations. All participants, including the students, provided informed consent to be involved in this study; parental consent was also gained for the minors involved in this study.
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Author contributions: Each author: made substantial contributions to the conception and design of the work; the acquisition, analysis, and interpretation of data for the work; contributed to drafting the work and revising of the intellectual content; gave final approval of the version to be published; and agreed to be accountable for all aspects of the work in ensuring that questions related to the accuracy or integrity of any part of the work are appropriately investigated and resolved.
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Research funding: A small research grant from the School of Education, Curtin University supported the research component of this study.
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Competing interests: The authors state no conflict of interest.
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Data availability: All data for this study is stored in Curtin University’s data repository and is accessible through this by appropriate request.
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© 2024 Walter de Gruyter GmbH, Berlin/Boston
Artikel in diesem Heft
- Frontmatter
- Editorial
- Young L2 learners in diverse instructional contexts
- Research Articles
- Impact of post-task explicit instruction on the interaction among child EFL learners in online task-based reading lessons
- Can we train young EFL learners to ‘notice the gap’? Exploring the relationship between metalinguistic awareness, grammar learning and the use of metalinguistic explanations in a dictogloss task
- Exploring self-regulated learning behaviours of young second language learners during group work
- Developmental trajectories of discourse features by age and learning environment
- Implementing an oral task in an EFL classroom with low proficient learners: a micro-evaluation
- Exploring teacher-student interaction in task and non-task sequences
- Children learning Mongolian as an additional language through the implementation of a task-based approach
- “Black children are gifted at learning languages – that’s why I could do TBLT”: inclusive Blackness as a pathway for TBLT innovation
- Regular Articles
- Defining competencies for training non-native Korean speaking teachers: a Q methodology approach
- A cross-modal analysis of lexical sophistication: EFL and ESL learners in written and spoken production
- Using sentence processing speed and automaticity to predict L2 performance in the productive and receptive tasks
- Distance-invoked difficulty as a trigger for errors in Chinese and Japanese EFL learners’ English writings
- Exploring Chinese university English writing teachers’ emotions in providing feedback on student writing
- General auditory processing, Mandarin L1 prosodic and phonological awareness, and English L2 word learning
- Why is L2 pragmatics still a neglected area in EFL teaching? Uncovered stories from Vietnamese EFL teachers
- Validation of metacognitive knowledge in vocabulary learning and its predictive effects on incidental vocabulary learning from reading
- Anxiety and enjoyment in oral presentations: a mixed-method study into Chinese EFL learners’ oral presentation performance
- The influence of language contact and ethnic identification on Chinese as a second language learners’ oral proficiency
- An idiodynamic study of the interconnectedness between cognitive and affective components underlying L2 willingness to communicate
- “I usually just rely on my intuition and go from there.” pedagogical rules and metalinguistic awareness of pre-service EFL teachers
- Development and validation of Questionnaire for Self-regulated Learning Writing Strategies (QSRLWS) for EFL learners
- Language transfer in tense acquisition: new evidence from English learning Chinese adolescents
- A systematic review of English-as-a-foreign-language vocabulary learning activities for primary school students
- Using automated indices of cohesion to explore the growth of cohesive features in L2 writing
- The impact of text-audio synchronized enhancement on collocation learning from reading-while-listening: an extended replication of Jung and Lee (2023)
Artikel in diesem Heft
- Frontmatter
- Editorial
- Young L2 learners in diverse instructional contexts
- Research Articles
- Impact of post-task explicit instruction on the interaction among child EFL learners in online task-based reading lessons
- Can we train young EFL learners to ‘notice the gap’? Exploring the relationship between metalinguistic awareness, grammar learning and the use of metalinguistic explanations in a dictogloss task
- Exploring self-regulated learning behaviours of young second language learners during group work
- Developmental trajectories of discourse features by age and learning environment
- Implementing an oral task in an EFL classroom with low proficient learners: a micro-evaluation
- Exploring teacher-student interaction in task and non-task sequences
- Children learning Mongolian as an additional language through the implementation of a task-based approach
- “Black children are gifted at learning languages – that’s why I could do TBLT”: inclusive Blackness as a pathway for TBLT innovation
- Regular Articles
- Defining competencies for training non-native Korean speaking teachers: a Q methodology approach
- A cross-modal analysis of lexical sophistication: EFL and ESL learners in written and spoken production
- Using sentence processing speed and automaticity to predict L2 performance in the productive and receptive tasks
- Distance-invoked difficulty as a trigger for errors in Chinese and Japanese EFL learners’ English writings
- Exploring Chinese university English writing teachers’ emotions in providing feedback on student writing
- General auditory processing, Mandarin L1 prosodic and phonological awareness, and English L2 word learning
- Why is L2 pragmatics still a neglected area in EFL teaching? Uncovered stories from Vietnamese EFL teachers
- Validation of metacognitive knowledge in vocabulary learning and its predictive effects on incidental vocabulary learning from reading
- Anxiety and enjoyment in oral presentations: a mixed-method study into Chinese EFL learners’ oral presentation performance
- The influence of language contact and ethnic identification on Chinese as a second language learners’ oral proficiency
- An idiodynamic study of the interconnectedness between cognitive and affective components underlying L2 willingness to communicate
- “I usually just rely on my intuition and go from there.” pedagogical rules and metalinguistic awareness of pre-service EFL teachers
- Development and validation of Questionnaire for Self-regulated Learning Writing Strategies (QSRLWS) for EFL learners
- Language transfer in tense acquisition: new evidence from English learning Chinese adolescents
- A systematic review of English-as-a-foreign-language vocabulary learning activities for primary school students
- Using automated indices of cohesion to explore the growth of cohesive features in L2 writing
- The impact of text-audio synchronized enhancement on collocation learning from reading-while-listening: an extended replication of Jung and Lee (2023)
