Task-Based Approach to Language Instruction Rebecca Martin-Fraser & Julianna Sherriff Task-Based Approach to Language Instruction

Outline Overview of task-based instruction Authentic task and language Task-based activities for EAL classrooms Practice! Breaking down tasks

What is task-based instruction? Task-based instruction focuses on creative, spontaneous language production while centering around authentic, real-world tasks to find meaningful, often collaborative, solutions.

Why structure activities based on this approach? Task-based instruction: uses authentic language provides meaningful tasks presents memorable scenarios encourages collaboration is communicative is relevant uses real-world language to accomplish a specific purpose in a specific situation The CLB is task-based. Authentic language example: what’s happening? or how’s it going? vs. how has your life been progressing recently? Meaningful task: answering “tell me about yourself” during an interview Memorable scenario: a miscommunication with a coworker Our learners can access the info out of the class as they remember it from our classrooms.

Why do learners like task-based instruction? use a variety of skills to accomplish tasks have control over how they complete tasks apply and share their experience and knowledge communicate naturally feel motivated and confident build rapport know it is relevant and authentic Variety of skills-thinking skills -listening & speaking skills -working with others Have control -isn’t one set way to complete a task Communicate naturally -not scripted

What is a task? A task is a communicative real-world use of language to accomplish a specific purpose in a specific situation. For example: Writing an email to your manager to tell them you’re out sick today. Making a phone call to your child’s school to let them know your child is ill today. Making a grocery shopping list. Objective –to effectively communicate in written English professionally and politely at work (Goal—effective communication in the workplace)

How to break down a task Write a clear objective what we want learners to accomplish through our instruction strong, clear focus for learner success provide a basis for assessment Identify tasks that lead to the objective tasks as stepping stones multiple tasks may be required to reach an objective Write a clear objective: in the previous slide, the task was to email, the objective is to teach learners to communicate effectively in written English and the goal would be effective communication in the workplace …accomplish through our instruction: The instructor: Introduces the topic and objectives/outcomes Gives clear instructions for the task and what is expected Encourages input May elicit or brainstorm around the task May model

How to break down a task Clarify the type of task Language learning tasks: Enabling tasks focus on form and accuracy Real world tasks focus on meaning and are often unpredictable and spontaneous Authentic tasks: happen in and out of the classroom are meaningful communicate a message for a specific purpose Enabling vs. real world, we’ll focus on a little more in a moment with a great visual an enabling task: polite language forms, modals for clarification: “perhaps I didn’t understand you correctly, could you explain it to me again?” For the previous tasks mentioned, Writing: focus on vocabulary and phrases Phone: listen to a phone call, read a transcript of a phone call and then practice a phone call dialogue Fill out a form: show a simple form filling out name, address, telephone number Grocery shopping list: provide template for a list and a grocery flyer real-world task: Writing: Send instructor or classmate an email asking for specific information Reading/writing: Find grocery items in a flyer and write them on your list meaningful task: answering “tell me about yourself” during an interview

Task-based activities for EAL classrooms an email to your manager to tell them you’re out sick today a phone call to your child’s school to let them know you child is ill a grocery shopping list Rebecca – IEEs and email task Julie – lower level phone call task

Let’s look at a task Write an email to your supervisor to tell them you’re out sick today. Enabling tasks: Levels of formality in writing Common language functions Email phrases: openings and closings Email format and etiquette Real world (classroom) task: Go to the computer lab to type emails to one another or the instructor Informal, semi-formal, formal Format: structure Etiquette: when writing to a coworker vs. when writing to a supervisor, related to formality and word choices

Let’s look at a task (2) Make a phone call to your child’s school to let them know your child is ill today. Enabling tasks Common language functions for giving clear information Practice giving clear information using phrases Formality and tone Indirect vs. direct language Real world (classroom) tasks Learners get different information cards and have to call one another to give/receive the information on their cards. Clarification: could you say that slower or could you elaborate on what you said about the date vs. could you say that again (repetition, not the same as clarification) getting expected results with accurate, polite, structured phrases Practice: read a scenario and fill in the blank with an appropriate clarification phrase, categorize a list of phrases under the correct language function heading focusing on which ones can be used for clarification Tone: sounding friendly, upward and downward intonation Indirect vs. direct language: cultural, instead of saying “say that again” saying “could you say that again?” with appropriate intonation

Let’s look at a task (3) Write a grocery list using a grocery flyer to find specials. Enabling tasks: 1. 2. 3. A real word (classroom) task: Maybe we should have this blank and have attendees fill it in together since this is the task we want them to work on. They can just start from the beginning…that might give them more confidence in creating them in the future if they start from scratch? Or maybe even move this one to the end where they are working in groups – get them to brainstorm in groups, then come back together to see where they’re at in terms of enabling tasks, etc. Then let them continue to create their flyer tasks? Just throwing out ideas! Common food items Enabling tasks: Practice matching pictures to written words Determine food prices and food budget – numeracy Skimming and scanning strategies Real World (classroom) tasks: Learners are given grocery list templates and grocery store flyers and have to write a grocery list: searching for specials to keep within their food budget

The design for a task-based lesson Pre-task Task Post-task

Task-based lesson Pre-task Task Post-task Brainstorming Use pictures Provide key vocabulary, phrases Model the task by role-playing or showing a video Pre-task Pair work and small group work Set time limits for completion of tasks Let students know they will need to report Task Students report their experience Students role-play task with new partner Compare their task to native speakers doing same task Post-task

Your turn! With a partner, or small group, create a task-based lesson plan on how to write a grocery list using a grocery flyer to find specials for CLB level 2. Before beginning, read the following questions; What will you do for a pre-task? How will you carry out your task? What does your post-task look like?

Rebecca Martin-Fraser, EAL Instructor, Labour Market Language 902. 406 Rebecca Martin-Fraser, EAL Instructor, Labour Market Language 902.406.8838, rmartinfraser@isans.ca Julianna Sherriff, EAL Instructor, English in the Workplace 902.406.8841, jsherriff@isans.ca Thank you! Questions?