Foreword: New Frontiers in Task-Based Language Teaching Research

Shehadeh, Ali; Ahmadian, Mohammad Javad; Mayo, Marı́a del Pilar Garcı́a

doi:10.1515/9781501503399-015

Cited by 5 publications

(1 citation statement)

References 36 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Attempts to find similarities and differences between CLIL and other bilingual education programmes such as immersion (see Dalton-Puffer, 2011;Dalton-Puffer & Smit, 2013), or Content-based instruction (CBI; see definition in Richards & Schmidt, 2010) have been made, but the description of what CLIL is in comparison to other bilingual education programmes is not clear (Morton & Llinares, 2017). In particular, while some define CLIL as an example of CBI (Lyster, 2017;Shehadeh, 2018), others find equivalences between CLIL and CBI (e.g., Cenoz, 2015). All in all, they share theoretical and pedagogical considerations , but they are distinct in the following respects: (a) CLIL programmes in Europe are characterized by the use of a foreign language (typically English) instead of a L2 as the language of instruction for content subjects; (b) less than 50% of the curriculum is taught in the foreign language; (c) apart from content instruction through the foreign language, English is also taught as a typical language subject; (d) teachers are usually non-native speakers of the TL and generally they are content specialists rather than language specialists; and (e) basic literacy skills are acquired before the CLIL experience (Lasagabaster & Sierra, 2010;Nikula et al, 2013).…”

Section: Css In Clil Settingsmentioning

confidence: 99%

Target language proficiency and reported use of compensatory strategies by young CLIL learners

Puerto

Basterrechea

Martínez-Adrián

2019

Int J App Linguistics

View full text Add to dashboard Cite

Studies investigating compensatory strategies (CSs) by means of questionnaires in English‐as‐a‐Foreign‐Language (EFL) contexts with young learners are lacking, particularly in Content‐and‐Language‐Integrated‐Learning (CLIL) environments. Three different proficiency groups of young English learners in a CLIL programme were administered a survey to explore the existence of intergroup differences regarding the amount and types of CSs used. Learners exhibited a moderately high use of CSs overall, and no differences emerged regarding the total number of CSs as a function of target language (TL) proficiency. In terms of types of CSs used, they reported using some CSs (paraphrasing) which are typical of more advanced learners. However, more proficient learners were found to draw on some non L2‐based strategies (avoidance, foreignising, miming) to a lesser extent than less proficient learners.

show abstract

Section: Css In Clil Settingsmentioning

confidence: 99%

Target language proficiency and reported use of compensatory strategies by young CLIL learners

Puerto

Basterrechea

Martínez-Adrián

2019

Int J App Linguistics

View full text Add to dashboard Cite

show abstract

Child Task-Based Language Learning in Foreign Language Contexts

Mayo

2021

Research Questions in Language Education and Applied Linguistics

View full text Add to dashboard Cite

Agency and technology-mediated task repetition with young learners

Pinter

2019

LTYL

View full text Add to dashboard Cite

This paper offers a review of the TBLT literature for young learners with an aim to identify some gaps where future research and classroom practice could be targeted. The specific focus of this review is on procedural task repetition for children, arguing that in addition to the linguistic benefits, task repetition is associated with important gains in the affective domain. It is suggested that technology-mediated task repetition, via tablet devices, can further enhance both opportunities for learning and confidence building and enjoyment. Due to the technological affordances, the learners are firmly in charge of creating dynamic, fluid tasks through cycles of reflection and practice, polishing their performance along the way, stretching towards their ‘upper potential’. To date research within TBLT with children has not explored yet what types of tasks children enjoy working with and why and how task repetition is realised when using tablet devices to record their own performances. This paper suggests steps that can be taken in this direction both in research and classroom practice.

show abstract

Foreword: New Frontiers in Task-Based Language Teaching Research

Cited by 5 publications

References 36 publications

Target language proficiency and reported use of compensatory strategies by young CLIL learners

Target language proficiency and reported use of compensatory strategies by young CLIL learners

Child Task-Based Language Learning in Foreign Language Contexts

Agency and technology-mediated task repetition with young learners

Contact Info

Product

Resources

About