Post on 31-Dec-2015
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CHAPTER 2 : LEARNING LANGUAGE THROUGH TASKS AND ACTIVITIES
LING 322 – TEACHING LANGUAGES TO YOUNG
LEARNERS
OVERVIEWWHAT TASKS DEMANDS AND SUPPORT
AREHOW TO BALANCE TASK DEMANDS AND
SUPPORTHOW TO CONSTRUCT A TASK
THE TASK AS AN ENVIRONMENT FOR LEARNINGTASKS ARE USED AS A TOOL TO CHECK
HOW MUCH A CHILD HAS UNDERSTOODCHILDREN ARE ACTIVE LEARNERS –
CONSTRUCTING MEANING AND PURPOSE
TASK DEMANDSACTIVITIES SHOULD BE CAREFULLY
THOUGHT OUT AND PLANNED, STRUCTURED
SHOULD HAVE BOTH STRUCTURE AND DEMANDS
TYPES OF DEMAND
TYPES OF TASK DEMANDCOGNITIVE Deals with the contextualization of
language, difficulty of concepts
LANGUAGE Determining the language whether spoken or writtenUnderstanding the productionExtended talk or conversationGenreNeeded grammar and vocab
INTERACTIONAL Type of interaction requiredNature of interaction
METALINGUISTIC The use of technical terms about language in production or comprehension
INVOLVEMENT Degree of ease or difficulty with the taskLinks to the child’s interest and concernsNovelty, humor, and suspense
PHYSICAL How long can the child sit stillNeeded actionsNeeded motor skills
TASK SUPPORTCOGNITIVE From familiar formats of graphics
From familiar topics and content
LANGUAGE Re-use of languageMoving from easier to difficultUsing known vocab and grammarUse of L1 to support L2 development
INTERACTIONAL
Type of interactionFrom helpful co-participantsFrom the use of familiar routines
METALINGUISTIC
From familiar technical terms to talk about new languageClear explanations
INVOLVEMENT
Can come from content and activity that is easyMixing physical movement and calm, seated activities
PHYSICAL Variation in sitting and movingUse familiar actionsMatch to fine motor skills development
HOW TO BALANCE DEMANDS AND SUPPORTZONE OF PROXIMAL DEVELOPMENT +
SPACE FOR GROWTH = what children need for their growth and development
HOW TO STRIKE A BALANCETHE GOLDLILOCKS PRINCIPLEA 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 GOALSHOW 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 LEARNERSFEATURES OF TASK USE :Coherent and unify for learners – from
topic, activity and outcomeHave meaning and purposeHave clear language learning goalsHave a beginning and an end Involve learners activelyAim for dynamic congruence – age, socio-
cultural appropriate
STAGES IN CLASSROOM TASKS (pg 32-34PREPARATION – prepare learners to be able
to complete core activitiesCORE ACTIVITY – set up through language
learning goalsFOLLOW-UP – builds on successful
completion of the “core”
TASK AS PLAN vs TASK IN ACTIONTASK AS PLANThe task is in plan. Teacher may not know
what will happen when the activity is used. Cannot be fully evaluated
o TASK IN ACTIONWhen the task is used in a class
IN SUMMARYTASK AS A TOOL FOR LEARNINGTASK SHOULD HAVE STRUCTURE AND
DEMANDSWHAT IS TASK SUPPORTBALANCING TASK DEMAND AND SUPPORTLANGUAGE LEARNING GOALSSTAGES IN CLASSROOM TASKTASK AS PLAN & TASK AS ACTION