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11A - Tasks for Children

Using Mainstream Content to Learn a Language

from Part V - Task-Based Language Teaching with School-Age Children

Published online by Cambridge University Press:  19 November 2021

By
Rhonda Oliver  and
Masatoshi Sato
Edited by
Mohammad Javad Ahmadian  and
Michael H. Long
Mohammad Javad Ahmadian
Affiliation:
University of Leeds
Michael H. Long
Affiliation:
University of Maryland, College Park
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Summary

This case study is based on research undertaken in a primary school in Western Australia – one that has adopted content and language integrated learning (CLIL) as an approach for teaching. The decision to use CLIL was made by the school leadership, in consultation with the school community, motivated by the seeming lack of effectiveness of previous language other than English (LOTE) programs that had been taught at the school. Because CLIL enables students to learn both content, in this case mathematics, and simultaneously a foreign language – Mandarin – its potential as an effective pedagogy has been enthusiastically embraced at the school, as it has been elsewhere. As with many CLIL programs, at this school it is underpinned by the use of content-focused pedagogic tasks, allowing us to closely examine the interface between CLIL and task-based language teaching (TBLT).

Type
Chapter
Information
The Cambridge Handbook of Task-Based Language Teaching , pp. 416 - 431
Publisher: Cambridge University Press
Print publication year: 2021

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References

Further Reading

Ellis, R. (2018). Towards a modular language curriculum for using tasks. Language Teaching Research, 23(4), 454–75.Google Scholar
García-Mayo, M. P. (2019). Pedagogical approaches and the role of the teacher. Language Teaching Research, 23(5), 537–40.Google Scholar
Oliver, R., Nguyen, B, and Sato, M. (2017). Child instructed SLA. In Loewen, S. and Sato, M. eds. The Routledge handbook of instructed SLA. New York: Routledge, pp. 468–87.Google Scholar
Oliver, R., Sato, M., Ballinger, S., and Pan, L. (2019). Content and Language Integrated Learning classes for child Mandarin L2 learners: A longitudinal observation study. In Sato, M. and Loewen, S., eds. Evidence-based second language pedagogy: A collection of instructed second language acquisition studies. New York: Routledge, pp. 81–102.Google Scholar
Ortega, L. (2015). Researching CLIL and TBLT interfaces. System, 54, 103–9.Google Scholar
Sato, M. and Loewen, S. (2019). Towards evidence-based second language pedagogy: Research proposal and pedagogical recommendations. In Sato, M. and Loewen, S., eds. Evidence-based second language pedagogy: A collection of Instructed Second Language Acquisition studies. New York: Routledge, pp. 1–24.Google Scholar
Tedick, D. and Lyster, R. (2019). Scaffolding language development in immersion and dual language classrooms. New York: Routledge.CrossRefGoogle Scholar

References

Adams, R. and Oliver, R (2019) Peer interaction in classrooms. New York: Routledge.Google Scholar
Ballinger, S., Lyster, R., Sterzuk, A., and Genesee, F. (2017). Context-appropriate crosslinguistic pedagogy. Journal of Immersion and Content-Based Language Education, 5(1), 30–57.CrossRefGoogle Scholar
Cenoz, J., Genesee, F., and Gorter, D. (2014). Critical analysis of CLIL:Taking stock and looking Forward. Applied Linguistics, 35(3), 243–62.CrossRefGoogle Scholar
Ellis, R. (2016). Focus on form: A critical review. Language Teaching Research, 20(3), 405–28.Google Scholar
Jensen, E. and Vinther, T. (2003). Exact repetition as input enhancement in second language acquisition. Language Learning, 53(3), 373–428.Google Scholar
Loewen, S. and Sato, M. (2018). State-of-the-art article: Interaction and instructed second language acquisition. Language Teaching, 51(3), 285–329.Google Scholar
Long, M. H. (1991). Focus on form: A design feature in language teaching methodology. In De Bot, K., Ginsberg, R., and Kramsch, C., eds. Foreign language research in cross-cultural perspective. Amsterdam: John Benjamins, pp. 39–52.Google Scholar
Lyster, R., Saito, K., and Sato, M. (2013). State-of-the-art article: Oral corrective feedback in second language classrooms. Language Teaching, 46(1), 1–40.CrossRefGoogle Scholar
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Marsh, D. (2002), ed. CLIL/EMILE: The European dimension – Action, trends, and foresight potential. European Union: Public Services Contract.Google Scholar
Nakatsukasa, K. and Loewen, S. (2015). A teacher’s first language use in form-focused episodes in Spanish as a foreign language classroom. Language Teaching Research, 19(2), 133–49.Google Scholar
Oliver, R., Nguyen, B, Sato, M. (2017). Child instructed SLA. In Loewen, S. and Sato, M. eds. The Routledge handbook of instructed SLA. New York: Routledge, pp. 468–87.Google Scholar
Oliver, R., Sato, M., Ballinger, S., and Pan, L. (2019). Content and Language Integrated Learning classes for child Mandarin L2 learners: A longitudinal observation study. In Sato, M. and Loewen, S., eds. Evidence-based second language pedagogy: A collection of instructed second language acquisition studies. New York: Routledge, pp. 81–102.Google Scholar
Pasquarella, A., Chen, X., Lam, K., Luo, Y. C., and Ramirez, G. (2011). Cross-language transfer of morphological awareness in Chinese-English bilinguals. Journal of Research in Reading, 34(1), 23–42.Google Scholar
Sato, M. and Loewen, S. (2018). Metacognitive instruction enhances the effectiveness of corrective feedback: Variable effects of feedback types and linguistic targets. Language Learning, 68(2), 507–45.CrossRefGoogle Scholar
Storch, N. and Sato, M. (2019). Comparing the same task in ESL vs. EFL learning contexts: An activity theory perspective. International Journal of Applied Linguistics, 30(1), 50–69.CrossRefGoogle Scholar

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