Taskbased language learning Definition Taskbased language learning TBLL

Task-based language learning

Definition: • Task-based language learning (TBLL), also known as task-based language teaching (TBLT) or taskbased instruction (TBI) focuses on the use of authentic language and on asking students to do meaningful tasks using the target language. Such tasks can include visiting a doctor, conducting an interview, or calling customer service for help. Assessment is primarily based on task outcome (in other words the appropriate completion of tasks) rather than on accuracy of language forms. This makes TBLL especially popular for developing target language fluency and student confidence.

The core • The core of the lesson is the task. All parts of the language used are deemphasized during the activity itself, in order to get students to focus on the task.

Pre-task • In the pre-task, the teacher will present what will be expected of the students in the task phase. Additionally, the teacher may prime the students with key vocabulary or grammatical constructs, although, in "pure" task-based learning lessons, these will be presented as suggestions and the students would be encouraged to use what they are comfortable with in order to complete the task. The instructor may also present a model of the task by either doing it themselves or by presenting picture, audio, or video demonstrating the task.

Task • During the task phase, the students perform the task, typically in small groups, although this is dependent on the type of activity. • the teacher's role is typically limited to one of an observer or counselor.

Planning • Having completed the task, the students prepare either a written or oral report to present to the class. The instructor takes questions and otherwise simply monitors the students

Report • The students then present this information to the rest of the class. Here the teacher may provide written or oral feedback, as appropriate, and the students observing may do the same.

Advantages • Task-based learning is advantageous to the student because it is more student-centered, allows for more meaningful communication, and often provides for practical extra-linguistic skill building. • Furthermore, as the tasks are likely to be familiar to the students (eg: visiting the doctor), students are more likely to be engaged, and motivated.

Disadvantages • There have been criticisms that taskbased learning is not appropriate as the foundation of a class for beginning students. • Others claim that students are only exposed to certain forms of language, and are being neglected of others, such as discussion or debate.

2. CLIL and TBL together: How can tasks help? • There is a rich literature on TBL which can be applied to the problems of CLIL. • Tasks have to be about something and Content can provide the topics. • Content has be broken down into activities that learners can engage with, and these fit our definition of a Task.

CLIL through Tasks Do Coyle lists Task design in her curriculum planning model and stresses the need for a ‘strategy for promoting genuine communication in the FL if learning is to take place’. v Tasks can be the main strategy She adds: The CLIL environment demands a level of talking and interaction that is different from the traditional language classroom. v Tasks provide opportunities for genuine communication and rich meaning-focused interaction

Characteristics of effective tasks • have a primary focus on meaning • have a clear outcome for learners to achieve • relate as far as possible to real world activities • engage learners’ interest

2. 2. 1. Task-based learning ► Activity / task / project ► Final product ► Activity sequence / integrated activity description: Skills Subjectmatters Key competences

2. 2. 1. Task-based learning Mathematics: Elaborar e interpretar informaciones estadísticas teniendo en cuenta la adecuación de las tablas y gráficas empleadas y analizar si los parámetros son más o menos significativos. 3 rd year ESO Social Sciences: Analizar el crecimiento de las áreas urbanas, la diferenciación funcional del espacio urbano y alguno de los problemas que se les plantean a sus habitantes, aplicando este conocimiento a ejemplos de ciudades españolas. 2 nd year ESO Natural Sciences: Interpretar algunos fenómenos naturales mediante la elaboración de modelos sencillos y representaciones a escala del sistema solar y de los movimientos relativos entre la luna, la tierra y el sol. 1 st year