Task-Based Approach in Foreign Language Learning

1. Task-Based Approach in Foreign Language Learning A Socrates – Comenius 2 Course supported by the European Commission

2. Tabasco…

3. Transnational Development Project • Lingua A project • University of Amsterdam, ILO, • Universitat Autonoma de Barcelona, • Centro Servizi Amministrativi di Bergamo, • Université de Montpellier, IEFE, • Oxford Brookes University, • Coordination: Brussels, VSKO, DNI • Evaluation: Peter Skehan • SLA: Michael Long & Peter Skehan

4. Transnational Development Project • An approach to language teaching and learning • Conceptual framework • Methodology and materials • A set of staff development modules • A.o. Comenius 2 • A set of publications • Whose learning is it anyway • Krachtig leren binnen een taakgerichte benadering • CD-Rom • Website www.tabascoproject.com • Learning environment (Viareggio Secret Garden)

5. European added value • Common ground • Languages • Terminology • Contexts and cultures • More than pooling • Collaborative effort • Collective ownership

6. Comenius 2 Course Viareggio, April 1 – 7 2003 April 3 – 9 2004 April 7 – 13 2005 Target group: foreign language teachers, heads of FL departments, teacher trainers, in-service trainers, advisors and inspectors working in the field of foreign languages

7. Tutors • National Centre for School improvement (APS), Utrecht, NL • National Institute for Educational Issues (NIVOZ), Driebergen, NL • Università di Milano, IT • VSKO, INSET and International Relations Unit, Brussels, BE

8. Course content • Application of language learning and language acquisition principles through a task-based approach • Application of self-directed and co-operative learning principles through a task-based approach • Creating the conditions for the implementation of a task-based approach.

9. Specific course content • Issues s.a. • Socio-constructivism • Language acquisition • Multiple Intelligences • Task cycle • Assessment • Teacher and learner role • Motivation • Reflection • Use and production of “materials” • Etc...

10. Approach and method • Practise what you preach • Task-based approach • Experiential learning • Opportunities and limitations • The topic • Course format • Target group • Tutors • Resources • The language…

11. Correlation between Type of Instruction and Effective Learning Dochy, 2000

12. Syllabus and Course programme

13. Our journey across the Tabasco island

14. Reflection portfolio Narrative of our experiences: An invitation to… • Reflect on the process we go through • Structure our findings • Reframe our values and beliefs • Plan further actions • Celebrate our acquirements: presentation on Wednesday Ownership of the portfolio…

15. Course objectives (1) • Participants have an increased awareness of • The implications of second language acquisition research for the classroom • Self-directed and co-operative learning principles • The conditions needed for the implementation of a comprehensive task-based approach in a school

16. Course objectives (2) • Participants can • Apply methods and work formats that are conducive to a task-based approach • Assess learners’ outcomes through a task-based approach • Evaluate task-based materials on the basis of a set of consistent criteria • Design tasks that meet these criteria

17. Course objectives (3) • Participants have an improved understanding of • What it feels like to learn through a task-based approach • Language learning issues in other countries • Educational issues in other countries Participants’ needs and expectations

18. Learning Tabasco language

19. Practicalities • Lunch bags… • Timetables trains • Viareggio map • Meals • Drinks • Mini bar • Questions?

20. Off and go!