Book contents
- The Cambridge Handbook of Task-Based Language Teaching
- Cambridge Handbooks In Language And Linguistics
- The Cambridge Handbook of Task-Based Language Teaching
- Copyright page
- Dedication
- Contents
- Figures
- Tables
- Contributors
- Preface The Origins and Growth of Task-Based Language Teaching
- Part IThe Rationale for Task-Based Language Teaching
- Part IITasks and Needs Analysis
- Part IIIThe Task Syllabus and Materials
- Part IVMethodology and Pedagogy
- Part VTask-Based Language Teaching with School-Age Children
- 11Child Interaction in Task-Supported EFL/CLIL Contexts
- 11ATasks for Children
- 11BA Case Study of a Task-Based Approach for School-Age Learners in China
- Part VIThe Teacher in Task-Based Language Teaching
- Part VIITask-Based Assessment and Program Evaluation
- Part VIIIResearch Needs and Future Prospects
- Index
- References
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
Book contents
- The Cambridge Handbook of Task-Based Language Teaching
- Cambridge Handbooks In Language And Linguistics
- The Cambridge Handbook of Task-Based Language Teaching
- Copyright page
- Dedication
- Contents
- Figures
- Tables
- Contributors
- Preface The Origins and Growth of Task-Based Language Teaching
- Part IThe Rationale for Task-Based Language Teaching
- Part IITasks and Needs Analysis
- Part IIIThe Task Syllabus and Materials
- Part IVMethodology and Pedagogy
- Part VTask-Based Language Teaching with School-Age Children
- 11Child Interaction in Task-Supported EFL/CLIL Contexts
- 11ATasks for Children
- 11BA Case Study of a Task-Based Approach for School-Age Learners in China
- Part VIThe Teacher in Task-Based Language Teaching
- Part VIITask-Based Assessment and Program Evaluation
- Part VIIIResearch Needs and Future Prospects
- Index
- References
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).
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- The Cambridge Handbook of Task-Based Language Teaching , pp. 416 - 431Publisher: Cambridge University PressPrint publication year: 2021
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
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
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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
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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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