Task-based language learning

Task-based language learning (TBLL), also known as task-based language teaching (TBLT) or task-based instruction (TBI) focuses on the use of authentic language and on asking students to do meaningful tasks using the target language. Such tasks can include visiting a doctor, conducting an interview, or calling customer service for help. Assessment is primarily based on task outcome (in other words the appropriate completion of real world tasks) rather than on accuracy of prescribed language forms. This makes TBLL especially popular for developing target language fluency and student confidence. As such TBLL can be considered a branch ofCommunicative Language Teaching (CLT).

Advantages Task-based learning is advantageous to the student because it is more student-centered, allows for more meaningful communication, and often provides for practical extra-linguistic skill building. Although the teacher may present language in the pre-task, the students are ultimately free to use what grammar constructs and vocabulary they want. This allows them to use all the language they know and are learning, rather than just the 'target language' of the lesson. Furthermore, as the tasks are likely to be familiar to the students (eg: visiting the doctor), students are more likely to be engaged, which may further motivate them in their language learning. Disadvantages There have been criticisms that task-based learning is not appropriate as the foundation of a class for beginning students. Others claim that students are only exposed to certain forms of language, and are being neglected of others, such as discussion or debate. Teachers may want to keep these in mind when designing a task-based learning lesson plan. Individual Lesson Plans The lesson plans are intended to be adaptable for use in and across Social Studies and Language Arts classes, as well as in Creative Arts classes and programs that seek to include a social justice focus. The lesson plans are designed to encourage a progression of learning that starts with objective knowledge, moves to personal connection to both human rights concepts and issues, and then engagement to play a role in advancing UDHR principles. Users of the curriculum are encouraged to decide on how to best incorporate the lesson plans in their schools and programs, whether across class years or in a selected class year, as well as to consider how to have the involved youth play a role in engaging the rest of their school and local community, so as to help raise greater awareness of and commitment to UDHR principles. We are always interested in feedback, so please use the comments section below each lesson plan to share your experiences or suggestions for improvement! PPP lesson plan template

Date: 2015-12-24; view: 3131