LING 322 – TEACHING LANGUAGES TO YOUNG LEARNERS

1. LING 322 – TEACHING LANGUAGES TO YOUNG LEARNERS CHAPTER 2 : LEARNING LANGUAGE THROUGH TASKS AND ACTIVITIES

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

3. 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

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

5. TYPES OF DEMAND

6. TYPES OF TASK DEMAND

7. TASK SUPPORT

8. HOW TO BALANCE DEMANDS AND SUPPORT • ZONE OF PROXIMAL DEVELOPMENT + SPACE FOR GROWTH = what children need for their growth and development

9. 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

10. 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

11. 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

12. 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”

13. 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

14. 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