Task-Based Instruction: Building Bridges from Classroom to Real Life. Shawna Williams Instructional Resource Coordinator

Transcription

1 Task-Based Instruction: Building Bridges from Classroom to Real Life Shawna Williams Instructional Resource Coordinator

2 Instructor Competency ELI 34 Demonstrate the ability to plan and deliver courses/lesson consistent with the LINC program mandate ELI 35 Demonstrate the ability to incorporate content and to adapt methodology to accommodate diverse needs of immigrant and refugee newcomers ELI 39 Demonstrate an understanding of assessment within the LINC program context Source: English Language Development and Settlement Service Worker Complete Competency Dictionary, Role Specific Competencies: English Language Instruction (Welcome BC, 2011)

3 Task-Based Instruction: Building Bridges from Classroom to Real Life

4 Overview Define terms Exploring TBI models/frameworks Task-Teach-Task Assessment considerations Designing and adapting tasks Wrap up

5 My Context LINC Language Instruction for Newcomers to Canada Settlement language training CLB based curricula Canadian Language Benchmarks 12 levels of communicative competencies Skills-based (listening, speaking, reading, writing) Task-based

6 What defines task?

7 What defines task? the language task a communicative real world instance of language use to accomplish a specific purpose in a particular context Canadian Language Benchmarks, 2012, p. IX

8 What defines task? tasks are always activities where the target language is used by the learner for a communicative purpose (goal) in order to achieve an outcome Willis, 1996, p.23

9 What defines task? 4 Criteria 1. Primary focus on meaning (semantic and pragmatic meaning) 2. Some kind of gap 3. Learners rely on own resources 4. Clearly defined outcome other than the use of language Ellis, 2009, p.223

10 What does a task look like?

11 What does a task look like? Listen to a very short, clear weather report to use the information to decide what to wear. Listening CLB 4 Comprehending Information (CLB, 2012, p.11) Request a raise from an employer and provide persuasive arguments as to why it is deserved. Speaking CLB 6 Getting Things Done (CLB, 2012, p.55)

12 What does a task look like? Read instructions on how to outline, research, write, edit and proofread an essay to inform others in a study group. Listening CLB 9 Comprehending Instructions (CLB, 2012, p.100) Write a 1-clause message to comment on a friend s newly posted picture on a social networking site. Writing CLB 2 Interacting with Others (CLB, 2012, p.114)

13 So, what s the issue? Questions How do I incorporate TASKS into a TEACHING/ ASSESSMENT CYCLE? Do I need to shake up my methodology? Answer TASKS have to be the focal point of lessons. A form of TBI is a logical approach.

14 What is TBI? Task-based language teaching is an approach to teaching a second/ foreign language that seeks to engage learners in interactionally authentic language use by having them perform a series of tasks. Ellis, 2009

15 What does TBI look like?

16 The TBL Framework - Willis PRE-TASK Introduction to topic and task TASK CYCLE Task Planning Report LANGUAGE FOCUS Analysis Practice Willis, 1996, p. 38

17 A Framework for TBLT - Nunan Real-world / target tasks Pedagogical tasks Enabling skills Rehearsal tasks Activation tasks Language exercises Communicative activities Nunan, 2004, p.25

18 A Framework for Task-Based Lessons - Ellis Phase Examples of options A Pre-task framing the activity, e.g., establishing the outcome of the task planning time doing a similar task B During task time pressure number of participants C Post-task learner report consciousness raising repeat task Ellis, 2003, p.244

19 Task-Teach-Task Task Teach Task Rockwell & Williams, 2014.

20

21 Task-Teach-Task More Authentic Less Authentic More Authentic using Skillusing Skillbuilding Skill-

22 Task-Teach-Task More Authentic Less Authentic More Authentic Real- Real- World Task Enabling Tasks World Task

23 Language Learning Task Continuum Real-World Tasks Enabling Tasks & Activities Skill-using Rehearsal for authentic tasks Focus on fluency & meaning Minimum scaffolding Linguistic/non-linguistic repertoire Negotiation of meaning Comprehension needed Communicative Learner-managed Skill-building Isolated skills development Focus on form & accuracy Maximum scaffolding Limited language choices Controlled practice Limited resources Communicative or not Teacher-managed Adapted from CLB 2000: Guide to Implementation, p.66

24 Task Teach Task Lead in but don t pre-teach Formative AND Self-Assessment Fill the gaps See the Knowledge and Strategies in CLBs New or same task; same competency Assessment Task

25 Task-Teach-Task Task Lead in but don t pre-teach Formative AND Self-Assessment

26 Write a short message on your friend s new Facebook photo.

27 Task-Teach-Task Teach Fill the gaps See the Knowledge and Strategies in CLBs

28 The Model of Communicative Language Ability in the CLB Grammatical Textual Functional Sociolinguistic Strategic grammar, vocabulary, syntax, phonology, graphology cohesion rhetorical or conversational organization convey and interpret communicative intent how setting affects language use genre/, dialects/varieties, registers, etc. metacognitive strategies: goal setting, appraising, planning CLB, 2012, p.viii

29 Write a short message on your friend s new Facebook photo. Grammatical Textual Functional Sociolinguistic Strategic Subject + Verb Capitalization, punctuation Emoticons Facebook postings Social interaction via Facebook Conventional phrases Appropriate Facebook messages Appropriate Facebook photos Spell-check Dictionary use CLB, 2012, p.viii

30 Task-Teach-Task Task New or same task; same competency Assessment Task

31 Write a short message on your friend s new Facebook photo.

32 Assessment Considerations Embedded in teaching cycle Directly related to task Formal assessment needs clear criteria Task achieved? Indicators of success?

33 Designing and Adapting Tasks Limited to scope of task Less time looking for resources Limits what you might use Manipulate resources to match

34 7 Principles for Task-Based Language Teaching - Nunan Principle 1: Scaffolding Principle 2: Task dependency Principle 3: Recycling Principle 4: Active learning Principle 5: Integration Principle 6: Reproduction to creation Principle 7: Reflection Nunan, 2004, p.35-38

35 What about that bridge?

36 Final thoughts the work of language-teaching professionals demands that teachers continue to expand their repertoires to best meet their learners diverse needs and to promote effective instruction in the classroom Huang, 2011, p.12

37 References Holmes, T., Kingwell, G., Pettis, J., & Pidlaski, M. (2001). Canadian language benchmarks 2000: A guide to implementation. Ottawa, ON: Centre for Canadian Language Benchmarks. Canadian language benchmarks: English as a second language for adults. (2012). Ottawa, ON: Centre for Canadian Language Benchmarks. Ellis, R. (2003). Task-based language learning and teaching. New York: Oxford University Press. Ellis, R. (2009) Task-based language teaching: Sorting out the misunderstandings. International Journal of Applied Linguistics, 19(3), Huang, L. (2011). Task-based instruction. TEAL News, Spring 2011, Nunan, D. (2004). Task-based language teaching. Cambridge, UK: Cambridge University Press. Rockwell, K., & Williams, S. (2014, July). Task-Teach-Task. MOSAIC PD Day. Lecture conducted at North Shore Multicultural Society, North Vancouver, BC. Willis, J. (1996). A framework for task-based learning [e-book]. Available from Williams, S. (2015). Task-based instruction: Building bridges from classroom to real life. ALIS Forum: The Newsletter of the Applied Linguists Interest Section, February Retrieved from

38 Instructor Competency ELI 34 Demonstrate the ability to plan and deliver courses/lesson consistent with the LINC program mandate ELI 35 Demonstrate the ability to incorporate content and to adapt methodology to accommodate diverse needs of immigrant and refugee newcomers ELI 39 Demonstrate an understanding of assessment within the LINC program context Source: English Language Development and Settlement Service Worker Complete Competency Dictionary, Role Specific Competencies: English Language Instruction (Welcome BC, 2011)

39 Thanks for your energy today!