What is task based language learning How can
§ What is task based language learning? § How can you ‘convert’ your thinking/ resources to TBLL using i. Ppi. T? Jeanne Gilbert Consultancy 2014 27/02/2021 1
The semantics What is a game? A learning activity? A task? How do these differ? Do they? 27/02/2021 Jeanne Gilbert Consultancy 2014 2
What is TBLL? Ellis (2003) defines TBLL as an activity that: Requires the learners to focus primarily on meaning ie the task is realistic / authentic (as a classroom allows) • Has some kind of gap that the learners can close by communicating • Requires learners to construct own productive language rather than manipulate language that the teacher provides. (This may be a challenge for teachers beginning a L 2) • Has a clearly defined outcome, other than producing ‘correct language’. You could/should also incorporate cultural/intercultural principles. • Jeanne Gilbert Consultancy, May, 1 2012 3
Scaffolding TBLL? Start by thinking of the task and backwards map. . . • • TBLL can be divided up into pre-task(s) Pre-task and tasks and post-tasks Overarching Task Post tasks – anything that arises from the learning that still needs to be taught – and an evaluation of / inquiry into the learning – next steps… ‘i. Ppi. T’ is a methodology and a tool to enable TBLL. 27/02/2021 Jeanne Gilbert Consultancy 2014 4
Ellis’ principles 1, 2, 6, 7, 8 = i. Ppi. T • i input • P PRACTICE • P production • I Interaction • TBLL Task based language learning + backward mapping
In the beginning … there were kupu … Jeanne Gilbert Consultancy, May, 1 2012 6
tahi kore whā toru rua ono rima whitu waru iwa Jeanne Gilbert Consultancy, May, 1 2012 tekau 7
In the beginning … there were kupu … And that is Ellis’ principle 6 – input. And then there were communicative interactive questions and answers. So those are Ellis’ principles 6, 7, 8 Jeanne Gilbert Consultancy, May, 1 2012 8
He aha tō nama waea? 027 -2944146 Jeanne Gilbert Consultancy, May, 1 2012 9
In the beginning … there were kupu … And that is Ellis principle 6 – input. And then there were communicative interactive questions and answers. So those are Ellis principles 6, 7, 8 And then there was task based language learning (TBLL) So those are Ellis’ principles 2, 4, 6, 7, 8, 9 NB the semantics: (learning) game, activity, task Versus Task Based Language Learning (TBLL) task. Jeanne Gilbert Consultancy, May, 1 2012 10
Jeanne Gilbert Consultancy, May, 1 2012 11
TBLL curriculum levels 1 + 2 Jeanne Gilbert Consultancy, May, 1 2012 12
Jeanne Gilbert Consultancy, May, 1 2012 13
Jeanne Gilbert Consultancy, May, 1 2012 14
Teachers work together to create a TBLL ‘task’ by using numbers 0 – 10 and the question about phone numbers as prior learning. What happened? How did you feel? Jeanne Gilbert Consultancy, May, 1 2012 15
Think up a TBLL ‘task’ for numbers. • • Class phone list Parents’ car pooling list Students going on sporting outing Students going on a school camp Jeanne Gilbert Consultancy, May, 1 2012 16
NB – these links won’t work through website. Ub. D Te reo Māori newspaper sculpture TBLL – overarching tasks - i. Ppi. Ts Jeanne Gilbert Consultancy, May, 1 2012 17
Task-based Language Learning (TBLL) What could this look like in the secondary classroom? Remember to backward map when planning so that students build a repertoire of relevant prior learning to access the task. 18
Possible secondary contexts: 1. 2. 3. 4. 5. 6. Cooking something Earthquake safety Family values Guess what animal this is Movie trailer Junk we carry around with us From Dave Willis and Jane Willis: “Doing Task-based Teaching”, OUP 2007 19
Possible secondary contexts: 7. A new cafeteria 8. Radio talk show: Healthy teens? 9. Scientific presentation: Atmosphere and weather 10. Creating a newspaper 11. Fictitious marriage scenario 12. Giving directions / getting places From Dave Willis and Jane Willis: “Doing Task-based Teaching”, OUP 2007 20
What is TBLL? Ellis (2003) defines TBLL as an activity that: Requires the learners to focus primarily on meaning ie the task is realistic / authentic (as a classroom allows) • Has some kind of gap that the learners can close by communicating • Requires learners to construct own productive language rather than manipulate language that the teacher provides. (This may be a challenge for teachers beginning a L 2) • Has a clearly defined outcome, other than producing ‘correct language’. You could/should also incorporate cultural/intercultural principles. • Jeanne Gilbert Consultancy, May, 1 2012 21
Jeanne Gilbert Consultancy, May, 1 2012 22
- Slides: 22