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. (related to concept and understanding of the world)
TYPES OF DEMAND
(related to concept and understanding of the world)
COGNITIVE
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
(related to using the foreign language and to uses of mother tongue in connection with foreign language learning)
LANGUAGE
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

6. 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

7. 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
INTERACTIONAL
Type of interaction
From helpful co-participants
From the use of familiar routines
METALINGUISTIC
From familiar technical terms to talk about new language
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

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
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