LING 322 – TEACHING LANGUAGES
TO YOUNG LEARNERS
CHAPTER 2 : LEARNING LANGUAGE
THROUGH TASKS AND ACTIVITIES
OVERVIEW
 WHAT TASKS DEMANDS AND SUPPORT ARE
 HOW TO BALANCE TASK DEMANDS AND SUPPORT
 HOW TO CONSTRUCT A TASK
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
TASK DEMANDS
 ACTIVITIES SHOULD BE CAREFULLY THOUGHT OUT
AND PLANNED, STRUCTURED
 SHOULD HAVE BOTH STRUCTURE AND DEMANDS
TYPES OF DEMAND
COGNITIVE
(related to concept and
understanding of the
world)
LANGUAGE
(related to using the
foreign language and to
uses of mother tongue in
connection with foreign
language learning)
• Understand the way the grid works to show times and
actions
• Work left to right across columns and top to bottom
• Understand that the pictures show past actions
• Recognise the key action in each picture
• Find the vocab to describe each action
• Find the past tense ending for each verb
• Put the words together in the right order
• Pronounce the words
• Give correct stress and intonation to words and sentences
• Understand teacher’s instructions and explanations, and
feedback
TYPES OF TASK DEMAND
COGNITIVE
Deals with the contextualization of language, difficulty of
concepts
LANGUAGE
Determining the language whether spoken or written
Understanding the production
Extended talk or conversation
Genre
Needed grammar and vocab
INTERACTIONAL
Type of interaction required
Nature of interaction
METALINGUISTIC
The use of technical terms about language in production or
comprehension
INVOLVEMENT
Degree of ease or difficulty with the task
Links to the child’s interest and concerns
Novelty, humor, and suspense
PHYSICAL
How long can the child sit still
Needed actions
Needed motor skills
TASK SUPPORT
COGNITIVE
From familiar formats of graphics
From familiar topics and content
LANGUAGE
Re-use of language
Moving from easier to difficult
Using known vocab and grammar
Use of L1 to support L2 development
INTERACTIONA Type of interaction
L
From helpful co-participants
From the use of familiar routines
METALINGUISTI From familiar technical terms to talk about new language
C
Clear explanations
INVOLVEMENT
Can come from content and activity that is easy
Mixing physical movement and calm, seated activities
PHYSICAL
Variation in sitting and moving
Use familiar actions
Match to fine motor skills development
HOW TO BALANCE DEMANDS AND
SUPPORT
 ZONE OF PROXIMAL DEVELOPMENT + SPACE FOR
GROWTH = what children need for their growth and
development
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
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
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
STAGES IN CLASSROOM TASKS (pg 3234
 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”
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
o TASK IN ACTION
When the task is used in a class
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